Learners ’ Experiences of Cross Examination Debate Association and Persuasive Writing Through Written Interviews

This study examines the effect of Cross Examination Debate Association (CEDA) debates on persuasive writing in a writing course, as assessed through written inter views. The research results are categorized into “statements of CEDA experience,” “statements of persuasive writing experience after CEDA,” and “statements of persuasive writing and participation experience.” First, most learners reported that CEDA had a positive effect on their thinking and that it facilitated the convergence of their viewpoints. Additionally, an analysis of the “statements of persuasive writ ing experience after the CEDA” revealed that persuasive writing after the CEDA was helpful; it not only facilitated the writing process but also improved writing ability and quality. Regarding the “statements of persuasive writing experience,” it was evident that CEDA enabled better writing outcomes. While the “participation experience statements” included some expressions of negative emotions, the per suasive writing after CEDA reflected a transformation of these negative emotions into positive ones within the text. This study confirms that the experience of linking CEDA with persuasive writing is a meaningful and beneficial activity for students.