To Debate or not to Debate: Third-Year ENSL Students’ Views on Using Debate to Promote Critical Thinking in the Speaking Class

Abstract

Abstract: In a world where critical thinking has become an essential means for survival, its inclusion as part of education’s goals is a necessity now. This study aimed at discovering students’ opinions regarding the usefulness of debate as a pedagogical tool to improve their critical thinking skills. Applying a single group quasi-experimental research design using a mixed methods approach, an intervention was carried out. A debate-based instructional model to improve students’ critical thinking skills was implemented in an EFL Speaking class in ENSL in Algeria. After the intervention, 50 students responded to the online questionnaire that was sent to them in order to discover their views. The analysis procedures of the collected data included using SPSS 24 for quantitative data treatment, a deductive thematic approach to qualitative data, and observation was used to support the results. The findings revealed that the participants considered debate to be effective as a way to foster their critical thinking demonstrated through reflection and evidence-based thinking. Besides, their oral communication skills that included overcoming fear of public speaking, increasing self-esteem, body language, teamwork, and leadership improved. Keywords: critical thinking, debate, quasi-experiment, students’ views, speaking