The above **data** revealed that the upper-intermediate learners are more careful in making disagreement to a friend who questions his or her thesis. In comparison to the intermediate subjects (25%), a large numbers of upper-intermediate subjects (60%) used counterclaims to express their disagreement (e.g. maybe this is resulted from time limitations; maybe later I try to expand it, but not now). Contradictions followed by counterclaims, "my conclusion is based on real evidence, but I try more", with the frequency of 20% were the next favored strategies by upper-intermediate subjects. In order to reveal their disagreement, 25% of intermediate subjects and 10% of upper-intermediate subjects used contradictions. For example their answer was, "why do you question my thesis without having any knowledge about it". In expressing their disagreement, 30% of intermediate learners used irrelevancy claims (15%), and challenges (15%). Only two upper-intermediate learners applied these strategies in expressing their disagreement (5% irrelevancy claim and 5% challenge). One example of irrelevancy claims is: "so do think my conclusion is weak. Two out of 20 intermediate subjects (10%) kept silent.