Exploring high school students’ logical and rhetorical argumentation patterns incorporated in their performed speeches during classroom debates

Abstract

This qualitative study explores the logical and rhetorical argumentation patterns of high school learners of English as a foreign language (EFL) in Moroccan classrooms. In particular, focus is laid on students’ use of persuasion techniques inherent in their performed debates during classroom debate. Thorough content analysis of students' speeches has been conducted to explore key logical and rhetorical strategies employed by debaters to persuade their opponents and the audience, alike. Data were collected from a diverse group of students across various grade levels, utilizing audio recordings and to capture the nuances of the logical and rhetorical patterns. The findings reveal a range of normative instances, such as the validity of arguments along with persuasive patterns like ethos, pathos, and logos. This study contributes to our understanding of how high school students construct and employ logical and rhetorical argumentation skills, highlighting the importance of effective persuasion within educational and real-world contexts. The implications suggest that engaging students in more meaningful learning activities, like classroom debates, could enhance students' logical and rhetorical argumentative competence.