DEBATE AS AN INTERACTIVE TEACHING TECHNIQUE FOR EFL LEARNERS
DOI:
https://doi.org/10.5281/zenodo.18397564Abstract
Debate has increasingly been recognized as an effective interactive teaching technique in English as a Foreign Language (EFL) classrooms. This article explores the pedagogical value of debate-based instruction in developing EFL learners’ communicative competence, critical thinking, and active participation. Debate activities encourage learners to use language meaningfully by expressing opinions, defending arguments, and responding to opposing viewpoints in authentic communicative contexts. The study examines different debate formats suitable for EFL learners, such as structured debates, role-play debates, and problem-based debates, and analyzes their impact on language skills development, particularly speaking and listening. Special attention is given to the role of the teacher as a facilitator, as well as to pre-debate preparation and post-debate reflection as essential components of successful implementation. Based on theoretical perspectives and previous empirical studies, the article argues that debate, when systematically integrated into EFL instruction, enhances learners’ linguistic proficiency, motivation, and confidence, making it a valuable interactive technique in modern language education.
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