Using debates in teaching speaking to EFL learners: Perceptions of English department students

Speaking is often considered a critical determinant of student achievement in learning English as a foreign language. Consequently, numerous studies have been conducted to explore the methods, techniques, and strategies that best develop students’ speaking abilities. One of the promising methods for teaching speaking is debate. This paper aims to investigate how debates are utilized in teaching speaking to English Department students and to analyze their perceptions of the techniques and strategies employed by their lecturers in debate instructions. This descriptive study involves English Department students as research participants. The data were collected through observations and questionnaires distributed to 42 students. The observations focused on identifying the techniques and strategies used by the lecturers in teaching speaking using debates, while the questionnaires aimed to capture students’ perceptions of these debate instructions. An interactive model was applied to analyze data from the observations, and a 4-Point Likert Scale was employed to evaluate the questionnaire responses. The findings reveal two main insights: (i) the techniques and strategies used by lecturers in teaching speaking using debates emphasize students’ active participation; and (ii) the students hold positive perceptions of the techniques and strategies used by their lecturers in debate instructions. Additionally, the study highlights the importance of incorporating debate as a method to foster critical thinking, effective communication, and collaborative learning among students. Furthermore, the results suggest that debates not only improve students’ speaking skills but also enhance their confidence and ability to articulate arguments coherently. It is concluded that debate can be an effective method for teaching speaking to university students, especially when employing techniques and strategies promoting students’ active participation. This study contributes to the growing body of research advocating for innovative and interactive methods in language education, emphasizing the value of debate in developing proficient and confident speakers.