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Abstract

Background

Simulation tasks have become an increasingly popular pedagogical tool across various educational contexts, since they replicate real-world scenarios that foster active learning. Simulations encourage students to apply theoretical knowledge, make decisions, and develop skills that are directly transferable to academic and professional settings. In second language education, simulations are particularly valuable for developing higher-order skills, such as critical thinking, communication, and argumentation.

Aim

This study investigated whether a mock trial simulation contributes to the enhancement of argumentative skills among advanced L2 learners.

Method

The simulation, conducted in the context of an advanced language development course, provided student teachers with a platform to practice constructing, presenting, and defending arguments. Nineteen students participated, using The Handmaid’s Tale as the basis for their legal case. Data were gathered through a post-simulation questionnaire, which included both quantitative and qualitative components.

Results

The quantitative results indicated significant improvements in students’ use of evidence, logical reasoning, and ability to respond to counterarguments. Qualitative feedback revealed that students desired clearer guidelines, more preparation time, and more balanced participation.

Conclusion

Overall, the findings highlighted the value of simulation tasks as effective pedagogical tools that foster critical thinking, language proficiency, and argumentation skills. While the mock trial yielded positive outcomes, future studies should explore the use of such simulations with different populations and in varied educational contexts to further refine and extend this pedagogical tool. The study demonstrated the potential of simulations like mock trials as innovative methods for advancing both linguistic and cognitive skills in language learning environments.

Keywords

mock trial argumentative skills second language (L2) learning critical thinking pedagogical tools

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From the Courtroom to the Classroom: Enhancing L2 Learners’ Argumentative Skills Through a Mock Trial Simulation

Abstract

Background

Aim

Method

Results

Conclusion

Keywords

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References