DEBATE AS A PEDAGOGICAL TOOL: A MIXED-METHODS STUDY ON ENGLISH PROFICIENCY AND CRITICAL THINKING AMONG PALESTINIAN UNIVERSITY STUDENTS

Abstract

Debate-based pedagogy has gained increasing attention in English as a Foreign Language (EFL) instruction due to its potential to promote communicative competence and critical thinking skills. The purpose of this study is to explore the role of debate in enhancing English language proficiency and fostering critical thinking skills among Palestinian EFL students. Using a mixed-method design, the researchers collected data from 100 undergraduate English major students and 4 instructors at the English department of Hebron University. They utilized a structured questionnaire and open-ended questions. The results of this study revealed that both students and instructors had high levels of agreement regarding the effectiveness of debate in improving students' fluency, pronunciation, vocabulary, confidence, and critical thinking skills. Qualitative data from the instructors supported these results, highlighting high engagement, enhanced confidence, and critical thinking. The researchers conclude that debate constitutes an effective communicative pedagogy in EFL university contexts, particularly for fostering fluency-oriented skills and critical thinking. Students should practice more in organizing their ideas, managing their time, and speaking confidently during debate to overcome the challenges they face. In general, the result of this study may help instructors know how to deal with challenges that students face during debate. This is going to be reflected in their students' performance.