This conceptual study examines the theoretical framework and practical implementation of debate activities as pedagogical tools to enhance motivation and confidence levels among non-philology students learning English as a foreign language. A comprehensive theoretical analysis was conducted, drawing on established second language acquisition theories, educational psychology frameworks, and existing empirical research on debate-based language instruction. The analysis synthesized findings from Gardner's socio-educational model, Dörnyei's L2 Motivational Self System, and task-based language teaching principles. The theoretical framework demonstrates that debate activities address non-philology students' instrumental motivation by providing authentic professional communication contexts while building confidence through structured practice opportunities. The analysis reveals three primary mechanisms: relevance to academic disciplines, scaffolded communicative practice, and development of transferable professional skills. Debate activities offer a theoretically-grounded pedagogical approach that aligns with non-philology students' learning needs and motivational orientations. This conceptual analysis requires empirical validation through controlled studies measuring actual motivation and confidence gains.
Омонович et al. (Fri,) studied this question.