Motivating Students and Improving Language and Interpersonal Skills through Forensics


The aim of this paper is to propose a highly motivational framework of integrating Forensics into the State School Systems based on the Greek Anavryta Experimental High School Club’s experience. In many countries, where English is taught as Foreign Language, State School teachers struggle with a plethora of constraints. For instance, overcrowded classes in tandem with an outdated, rigid, exam-oriented curriculum, which is accompanied by poor quality, unattractive textbooks. Further hurdles may be the lack of technological capabilities or adequate teaching time. Nevertheless, extracurricular activities, such as a Forensics after school club, can compensate for the insufficient time allocated, provide an interesting learning environment which does not require high technology, promotes social interaction and could reverse the lack of interest demonstrated by the students. We will focus on the utmost motivation of the participants in Forensics’ clubs through the interaction of teacher, student, method, content and milieu. The analysis will be based on theories of extrinsic and intrinsic motivation, as well as cognitive theories (expectancy of success, self-determination and goal setting and achievement). Through literature, field research (both needs analysis and a posteriori feedback) as well as observation, it will be illustrated that via Forensics, language development ia accomplished while the participants’ communication, social and interpersonal skills are enhanced. Moreover, teacher development can be achieved simultaneously, since teachers abandon their traditional role and become co-coordinators, coaches, advisors and administrators. (Forensics is an umbrella term for the following six events: Debate, Group Discussion, Impromptu Speaking, Original Oratory, Duet Acting)

Author Information
Evgenia Koika, Anavryta Experimental High School, Greece

Paper Information
Conference: IICLL2015
Stream: Innovative language teaching and learning methodologies

This paper is part of the IICLL2015 Conference Proceedings (View)
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Posted by James Alexander Gordon