Use of Debate Strategies to Increase the Effectiveness of a 1st-Year Conversation Course at the College of Basic Education in Kuwait

Abstract

This study investigated the incorporation of debate strategies in a first-year English as a Foreign Language (EFL) conversation course at the College of Basic Education in Kuwait. It examined how the nature and scope of debate activities influenced students’ oral fluency, critical thinking skills, and confidence in public speaking. Qualitative data collected revealed key thematic areas related to learner attitudes, linguistic repertoires, and the challenges arising from debate sessions. The findings indicated that debate activities significantly enhanced engagement, thinking abilities, and public-speaking ease, especially among students with stronger English language skills. Many participants reported feeling more comfortable asserting their views and applying analytical skills. However, learners with weaker L2 proficiency faced periods of discouragement and a sense of exclusion. The study highlights the importance of employing diverse instructional approaches aligned with students’ proficiency levels and proposes introducing an advanced debate course to enhance their interpersonal and communicative skills. These insights extend existing research on debate as a pedagogical tool and offer implications for educators aiming to enhance language education in teacher training programs.