![](bg5.png)
the issue, equipping them with the vocabulary and
appropriate language constructions to the discussion
of the topic and stimulating further research which
would result in constructing their own arguments
and proving them with valid support.
4.3 The Benefits of Technology
The synchronous video-conferencing technology
used in the project (Polycom) brought about the
following benefits of a multi-cultural environment.
First, the students on the two sides of the ocean
got an opportunity to practice the language with the
native speakers of the target language, which would
not have been possible without such platform.
Namely, not only did it allow observing the correct
usage of grammar and vocabulary, along with
checking the right pronunciation of the key
vocabulary but also it provided for observing speech
pragmatics in practice. The differences between the
Russian and the American styles of debate were
clearly seen in the students’ interaction, which
facilitated finding common ground and adapting to
the culturally-rooted communication differences.
Second, synchronous interaction encouraged
instant negotiation of meaning and immediate self-
correction in case of an error. The on-going dialogue
also contributed to practicing spontaneous speech
and questioning the opponent’s position through
posing questions and requesting clarification in case
of fallacies in reasoning. The immediate peer-
reviewing and peer-correction by prompting the
right answers through the questions facilitated the
cross-cultural dialogue.
Finally, the use of video-recording of the debate
provided an opportunity for self-reflection and self-
criticism. Each student was assigned to submit
feedback on their own performance in the written
form highlighting their strong and weak points
displayed during the debate round.
All in all, the video-conference debate created a
platform for building language and reasoning skills
along with fostering cross-cultural understanding.
5 CONCLUSIONS
Anticipated results of the World Debate project
conducted in the form of video-conference debates
revolve around measuring the students’ progress in
critical thinking reflected in the use appropriate
language tools and culturally-rooted discussion
patterns to negotiate the meaning through a
logically-built argumentation and reasoning. Yet, on
the level of implementation already, it can be
observed that the format of debate can promote
critical thinking in foreign language acquisition
under the following conditions: 1) creation of multi-
cultural environment, 2) appropriate content design,
3) initial scaffolding in terms of language and
reasoning. Since the video-conferencing plays a vital
role in bridging the gap between native and non-
native speakers bringing them together in a
synchronous virtual classroom, we can conclude that
new technologies in education facilitate the
successful implementation of critical thinking and
enhance the pedagogy of foreign language
acquisition.
ACKNOWLEDGEMENTS
The author would like to thank Dr. Newel Anthony
Brown and his students from Brigham Young
University in Utah, U.S.A. for making this project
possible.
REFERENCES
Eaton, S. (2010, November). How to use Skype in the
ESL/EFL classroom. The Internet TESL Journal, 16
(11). Retrieved November 20, 2011, from http://iteslj.
org/Techniques/Eaton-UsingSkype.html
Facione, P. (2011). Critical thinking: What it is and why it
counts. In Insight Assessment. Retrieved November
20, 2011, from http://www.insightassessment.com/
content/download/1176/7580/file/what&why2010.pdf
Fisher, A. (2001). Critical thinking. Cambridge University
Press.
Fitze, M. (2006, January). Discourse and participation in
ESL face-to-face and written electronic conferences.
Language Learning & Technology, 10(1), 67-86.
Retrieved November 20, 2011, from http://llt.msu.edu/
vol10num1/fitze/
Hansen, J. (2007). Teaching debate in Japan. Retrieved
November 20, 2011, from http://www.wilmina.ac.jp/
ojc/edu/kiyo_2007/kiyo_37_PDF/05.pdf
Jauregia, K., de Graaffa, R., van den Berghb, H., & Krizc,
M. (2011). Native/non-native speaker interactions
through video-web communication: a clue for
enhancing motivation? Computer Assisted Language
Learning: IFirst Article, 1-19.
Krieger, D. (2005, February). Teaching debate to ESL
students: A six-class unit. The Internet TESL Journal,
11(2). Retrieved November 20, 2011, from http://iteslj
.org/Techniques/Krieger-Debate.html
Levy, M. (2007, June). Culture, culture learning and new
technologies: Towards a pedagogical framework.
Language Learning & Technology, 11(2), 104-127.
Retrieved November 20, 2011, from http://llt.msu.edu
/vol11num2/levy/
CSEDU2012-4thInternationalConferenceonComputerSupportedEducation
92