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"ABSTRACTThis educational practice report discusses the content and learning outcomes of a debate course focussing on current affairs for second year undergraduate English majors at Osaka University. A profile of the learners is presented, after which the course structure and regular class procedures are outlined. This is followed by an analysis of how participation in debates and accompanying activities may help learners to improve their linguistic competence in English, drawing upon concepts from interactionist second language acquisition (SLA) theory. The final section of the paper examines the complex concept of critical thinking and then considers the ways in which participation in debate activities may help learners to develop and consolidate the cognitive skills and approaches associated with this notion."

"ABSTRACTThis educational practice report outlines the rationale for creating an original English oral communication skills course that combines the study of literature with formal debate. It includes a detailed breakdown of the regular class procedures used to prepare students for a weekly practice debate and also an overview of the course structure, showing how students acquire the skills and confidence to debate persuasively in front of an audience of their peers by the end of the course. The paper concludes with an overview of the English language skills as well as other academic competencies such as critical thinking and argumentative skills that the course aims to develop in students."

"This study is an attempt to address the issue of how Extensive Reading (ER) as a supplementary reading approach is able to encourage students critical literacy. Further how ER influences students perception of critical literacy related to students viewpoint of the texts is examined throughly. ER in this study was employed as a supplementary reading activity where students ere engaged to read in a large number of materials on a wide range of topics and they had freedom to select the reading material based on its relevance to their interests, knowledge, and experience (Day & Bamford, 2002). Relating the characteristics of ER, it seemed to us that students understanding of the text through ER activity should be scrutinized as one important aspect in English language teaching (ELT). in order to get more comprehensive picture, questionnaires were distributed to 38 students in the class. Yet, only 3 (three) students were willing to return the questionnaire and to be interviewed based on their answers in the quasionnaire. The findings revealed that ER is evidenced to motivate students to approach texts critically, challenge taken knowledge, relate the text to world's issues, improve their awareness of how to see and understand human beings, and question the intention of the texts from distinct viewpoints."