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Society and innovations
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Discussing climate change in English: debate & vocabulary
Malika MATKARIMOVA
1
Urgenсh State Pedagogical Institute
ARTICLE INFO
ABSTRACT
Article history:
Received April 2025
Received in revised form
15 May 2025
Accepted 25 May 2025
Available online
15 June 2025
This study explores the impact of discussion-based learning
on seventh-
grade students’ ability to engage with climate
change topics in English at School No. 26 in Urgench City. Over
two months, traditional teaching methods were compared with
an approach emphasizing debates and vocabulary development.
The findings suggest encouraging classroom discussions
enhances students' language skills and participation when
addressing environmental issues. The article examines the
effectiveness of interactive methods in teaching climate change-
related content in English as a foreign language.
2181-
1415/©
2025 in Science LLC.
https://doi.org/10.47689/2181-1415-vol6-iss5/S-pp508-512
This is an open access article under the Attribution 4.0 International
(CC BY 4.0) license (https://creativecommons.org/licenses/by/4.0/deed.ru)
Keywords:
discussion-based learning,
climate change education,
classroom debates,
vocabulary development,
student engagement,
environmental issues.
Ingliz tilida iqlim o‘zgarishlarini muhokama qilish:
munozara va lug‘at
ANNOTATSIYA
Kalit so‘zlar
:
munozaraga asoslangan
ta’lim,
iqlim o‘zgarishi bo‘yicha
ta’lim,
sinfdagi bahslar,
so‘z boyligini
rivojlantirish,
o‘quvchilarning faolligi,
atrof-muhit muammolari.
Ushbu tadqiqot Urganch shahridagi 26-maktabda yettinchi
sinf o‘quvchilarining iqlim o‘zgarishi mavzulari bilan ingliz
tilida shug‘ullanish qobiliyatiga munozaraga asoslangan
ta’limning ta’sirini o‘rganadi. Ikki oy davomida an’anaviy
o‘qitish usullari bahs
-
munozaralar va lug‘at boyligini oshirishga
qaratilgan yondashuv bilan taqqoslandi. Natijalar shuni
ko‘rsatadiki,
sinfdagi
munozaralarni
rag‘batlantirish
o‘quvchilarning til ko‘nikmalarini v
a ekologik muammolarni hal
qilishda ishtirokini oshiradi. Maqolada iqlim o‘zgarishi bilan
bog‘liq kontentni ingliz tilida xorijiy til sifatida o‘qitishda
interfaol metodlarning samaradorligi o‘rganilgan.
1
Student, Urgenсh State Pedagogical Institute
. E-
mail: malikammatkarimova@gmail.сom
Жамият
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Society and innovations
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509
Обсуждение изменения климата на английском языке:
дискуссия и лексика
АННОТАЦИЯ
Ключевые слова:
обучение на основе
дискуссий,
образование в области
изменения климата,
дебаты в классе,
развитие словарного
запаса,
вовлеченность учащихся,
экологические проблемы.
В данном исследовании рассматривается влияние
дискуссионного обучения на способность учащихся
седьмого класса заниматься вопросами изменения климата
на английском языке в школе No 26 города Ургенча.
В течение двух месяцев традиционные методы обучения
сравнивались с подходом, основанным на дебатах и
развитии словарного запаса. Результаты показывают,
что поощрение дискуссий в классе повышает языковые
навыки учащихся и их участие в решении экологических
проблем. В статье рассматривается эффективность
интерактивных методов в преподавании контента,
связанного с изменением климата, на английском языке
как иностранном.
INTRODUCTION
The growing importance of climate change education requires effective teaching
methods, especially in English language classrooms where students must learn both the
language and the subject. This study examines the impact of discussion-based learning
compared to traditional teaching methods in a seventh-grade class at School No. 26 in
Urgench City. Over two months, students were first taught using conventional
techniques, focusing on vocabulary and reading comprehension. In the second month, the
approach shifted to interactive discussions and debates on climate change topics,
encouraging active participation. At the end of each month, assessments were conducted
to measure progress. The results showed that the discussion-based method led to better
performance, demonstrating that engaging students in debates not only improves their
English language skills but also deepens their understanding of environmental issues.
This article explores the benefits of interactive learning in teaching climate change in
English as a foreign language [1, p.76].
LITERATURE REVIEW
The role of discussion and debate in language learning has been widely explored in
educational research. One study highlights that interactive classroom activities, such as
debates, significantly improve students’ speaking skills and vocabulary retention [
2].
When students engage in meaningful discussions, they practice language structures and
develop critical thinking and confidence in expressing their ideas. Another study
emphasizes the importance of integrating relevant real-world topics, such as climate
change, into language lessons [3]. This approach makes learning more engaging and
helps students connect language skills with global issues [4].
Findings suggest that content-based instruction, where language teaching is
combined with subject matter like environmental science, leads to better comprehension
and retention. Additionally, research shows that traditional lecture-based methods, while
useful for foundational knowledge, often fail to promote active participation. In contrast,
student-centered approaches, including debates and group discussions, create a more
dynamic learning environment where learners take ownership of their progress [5].
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510
The effectiveness of such methods is particularly evident in vocabulary acquisition,
as students repeatedly use new terms in meaningful contexts. Studies also indicate that
when students discuss pressing issues like climate change, they not only improve their
language proficiency but also develop a deeper awareness of global challenges. This dual
focus on language and content prepares learners for real-world communication while
fostering a sense of responsibility toward environmental issues. The current study builds
on these findings by comparing traditional and discussion-based methods in teaching
climate change vocabulary and debate skills in an English language classroom [6].
METHODS
The study was conducted with a seventh-grade class at School No. 26 in Urgench
City over two months to compare the effectiveness of traditional and discussion-based
teaching methods in learning climate change-related English vocabulary and debate
skills. During the first month, instruction followed the grammar-translation method,
where students learned through direct translation, vocabulary drills, and structured
grammar exercises without active speaking practice. Lessons focused on memorizing
terms related to climate change and applying them in written exercises [7].
In the second month, the teaching approach shifted to interactive discussions and
debates. Students were encouraged to use newly learned vocabulary and grammar
structures in spoken sentences, group discussions, and structured debates on climate
change topics. This method emphasized real-life communication, critical thinking, and
collaborative learning. At the end of each month, assessments were administered to
evaluate vocabulary retention, grammar accuracy, and speaking skills. The results
showed that the discussion-based approach in the second month led to better
performance, demonstrating that active engagement in debates and contextual sentence
formation improved both language proficiency and topic comprehension [8].
DISCUSSION
The results of this study demonstrate the advantages of discussion-based learning
over traditional grammar-translation methods when teaching climate change vocabulary
and debate skills in English. During the first month, when instruction relied on
memorization drills and translation exercises, students achieved only a 55% success rate
in assessments. While this method helped with short-term recognition of vocabulary, it
proved less effective in promoting active language use and long-term retention [9].
The second month, which incorporated interactive discussions, debates, and
sentence formation using new vocabulary, yielded significantly better results, with an
86% success rate. This suggests that engaging students in meaningful communication not
only strengthens their immediate understanding but also enhances their ability to apply
language skills in real-world contexts. The follow-up test conducted three months later
further supported these findings
–
students retained only 35% of the material from the
first month but remembered 76% of what they had learned through discussions and
debates [10].
This difference in retention highlights a critical insight: active participation in
debates and contextual practice leads to deeper cognitive processing, making vocabulary
and grammar structures more memorable. Additionally, the interactive nature of debates
likely increased student motivation and engagement, contributing to better learning
outcomes. These findings align with existing research emphasizing the effectiveness of
student-centered, communicative approaches in language education.
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The study also underscores the value of integrating relevant global topics, such as
climate change, into language lessons. By connecting language learning with real-world
issues, students not only improve their English proficiency but also develop critical
thinking and awareness of environmental challenges. Moving forward, educators should
consider incorporating more discussion-based activities into language classrooms to
foster long-term retention and practical language use. While traditional methods may
still play a role in foundational instruction, the clear benefits of interactive learning
suggest that a balanced approach
–
with an emphasis on communication
–
could optimize
student success.
С
ON
С
LUSION
The findings of this classroom experiment reveal significant differences in learning
outcomes between traditional instruction and discussion-based approaches when
teaching climate change topics in English. The grammar-translation method used in the
first month produced modest short-term results, with students demonstrating basic
vocabulary recognition but limited ability to use language actively. In contrast, the
debate-focused lessons of the second month not only yielded higher test scores but also
showed remarkable long-term retention of both vocabulary and concepts.
The dramatic improvement from 55% to 86% in monthly test scores, followed by
the three-month retention rates of 35% versus 76%, clearly demonstrates that debate
activities create stronger neural connections in language learning. Students who
participated in regular debates showed enhanced ability to recall and apply climate
change terminology naturally in speech, suggesting that the process of formulating
arguments and counterarguments serves as a powerful cognitive anchor for new
vocabulary.
These results strongly support incorporating debate activities into every English
lesson, particularly when teaching complex global issues like climate change. Regular
debates provide multiple benefits: they transform passive vocabulary into active
language use, develop critical thinking skills, and increase student engagement through
meaningful communication. The interactive nature of debates also mirrors real-world
language use more authentically than traditional methods, preparing students for actual
communication situations.
For optimal results, teachers should structure debates to progressively build on
previously learned vocabulary while introducing new terms in context. Starting with
simple opinion exchanges and gradually moving to more complex argumentation allows
students to develop both language skills and confidence. The climate change topic proved
particularly effective as it offered numerous opportunities for personal connection and
real-world application, making the language learning process more relevant and
memorable.
This study confirms that moving beyond traditional teaching methods to
incorporate regular debate sessions creates more dynamic, effective, and lasting learning
experiences. The evidence suggests that debate should not be an occasional classroom
activity but rather a fundamental component of language instruction, especially when
tackling important contemporary topics that require both linguistic proficiency and
conceptual understanding.
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1.
Brown, H. D. (2007).
Teaching by principles: An interactive approach to language
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Dörnyei, Z. (2001).
Motivational strategies in the language classroom
. Cambridge
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3.
Ellis, R. (2015).
Understanding second language acquisition
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TESOL Journal
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Jacobs, G. M., & Renandya, W. A. (2019).
Student-centered cooperative learning
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6.
Nation, I. S. P. (2013).
Learning vocabulary in another language
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Swain, M. (2000). The output hypothesis and beyond: Mediating acquisition
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