Abstract
Diverse learning styles of the learners require instructors to utilize wide variety of instructional strategies to engage their interest and motivation. In-class debate is a systematic instructional strategy utilized to bring the dynamics of social life into the classroom to cultivate learners’ active-involvement in the content of the subject. It hones learners’ range of skills, such as; oral-communication, social-interaction, critical thinking skills and internalization of the course content. For the purposes of present study, the researcher utilized qualitative cum quantitative research tools to collect the data from the participants. An opinionnaire with 14 items was developed with closed ended questions. The instrument was designed to measure four variables, which are tabulated into four sections (See tables 3-6): (a) in-class debate inculcates learners’ collaborative, communicative and cooperative paradigms;(b) it triggers learners’ complete mastery of the course content, i.e., retention, assimilation and understanding, coupled with boosts stack of skills involved in the process; (c) it fosters EFL learners’ ability to critically evaluate and analyze everything; and (d) finally it focuses on learners’ creative and critical thinking skills and make them active and independent pursuers of knowledge. The survey was administered to 87 female EFL learners of Taif University to identify the impacts of debate on their range of academic skills. The findings of the study indicate that in-class debate effectively generates learners’ several skills since it targets their thinking skill, contemplation, reflection and ultimately stimulates their productive, receptive, analytical and critical thinking skills. Yet, more faculties can be activated and maximum results can be obtained, if this interactive strategy is implemented in a structured format with a properly designed rubric focusing on learners’ specific skills.
Highlights
Debate is inherently associated with the human life
The instrument was designed to measure four variables, which are tabulated into four sections (See tables 3-6): (a) in-class debate inculcates learners’ collaborative, communicative and cooperative paradigms;(b) it triggers learners’ complete mastery of the course content, i.e., retention, assimilation and understanding, coupled with boosts stack of skills involved in the process; (c) it fosters EFL learners’ ability to critically evaluate and analyze everything; and (d) it focuses on learners’ creative and critical thinking skills and make them active and independent pursuers of knowledge
In-class debate stimulated me to gather new information and F 79 knowledge and in this process developed my in-depth understanding of the topic debated
Summary
Debate is inherently associated with the human life. The humans are persistently engaged in convincing and persuading to their fellow beings; either by extending competing arguments, endeavoring to resolve the conflicts, struggling to launch new laws/policies or trying to reinforce one’s own view-point. In this context, the relation of debate to human life is the relation of part and whole as ‘whole’ cannot maintain its intactness without the presence of its ‘several parts,’ similar is the case with the part which loses its distinctness without being included in the whole or getting associated with other parts. It’s beyond doubt that individuals who can solve the problems, challenge assumptions, reasonably disagree on controversial issues, and vehemently question strange phenomenon are highly privileged in every walk of life
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