From the Courtroom to the Classroom
Enhancing L2 Learners’ Argumentative Skills Through a Mock Trial Simulation
Bibliographic Data
| ID | 21629840 |
|---|---|
| Authors | Pedro Luis Luchini (0000-0002-7692-8361, National University of Mar del Plata), Karen Lorraine Cresci (0000-0002-5220-9688, National University of Mar del Plata, corresponding author) |
| Year | 2026 |
| Volume | 57 |
| Issue | 4 |
| Pages | 624-644 |
| Publication date | 2026-08-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Simulation & Gaming (JOURNAL) |
| Journal identifiers | ISSN: 1046-8781 • E-ISSN: 1552-826X |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/10468781261416273 |
| OpenAlex | W7124730918 |
| Language | EN |
| References cited | 16 |
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
Argumentation theory · Argumentative · Language proficiency · Qualitative property · Qualitative research · Replicate · Teaching method · Education and Critical Thinking Development · Innovative Teaching Methodologies in Social Sciences · Problem and Project Based Learning
The Uses of Argument
Argument‐Driven Inquiry as a way to help students learn how to participate in scientific argumentation and craft written arguments
Teaching and learning science as argument
Developing Students’ Critical Thinking Skills and Argumentation Abilities Through Augmented Reality–Based Argumentation Activities in Science Classes
A Developmental Model of Critical Thinking
What's So Good About Problem-Based Learning
| Citation velocity | historical |
|---|---|
| Highly cited | No |