The People’s Democratic Republic of Algeria

Ministry of Higher Education and Scientific Research

Larbi Ben M'Hidi University, Oum El Bouaghi Faculty of Letters and Languages

__________

Department of English

A Dissertation Submitted in partial fulfillment of the requirements for the

Master’s degree in language science and teaching English as a foreign

language

By:

Choubeila BENCHOUDER

Supervisor:

Ms. Souaad ZERROUKI

Examiner:

Ms. khadidja ZAIDI

2016/2017

Teachers’ and Students’ Attitudes towards the Effectiveness of

Classroom Debate in Enhancing EFL Students’ Oral Performance

The Case of First Year Master English Students at Larbi Ben Mhidi University,

Oum El Bouaghi

Dedication

I dedicate this work to

The soul of my lovely aunt

My father who motivated and encouraged me all the way long

My lovely mother who raised and pushed me to do my best

My sisters: Nor el Houda and Darine.

My brother: Mohamed chaouki

My supervisor

All the members of my kempo team

All my friends and my family

I

Acknowledgements

I wish to express my sincere gratitude to my supervisor Ms. Souaad

ZERROUKI for her constant help, precious suggestions and valuable advice.

My sincere thanks, in advance, to Ms. Khadidja ZAIDI for accepting to be

my examiner.

I am indefinitely indebted to my mother who devoted all her time for me

during the preparation of this work, God bless her now and forever.

I am also grateful to all my teachers whose help and collaboration in the

answering of the questionnaire is invaluable. I will not forget, of course, to

express my gratitude to all the students who have kindly accepted to cooperate,

without whom, this work would not have been possible.

I am grateful to any person who contributed in this research.

II

Abstract

Although speaking reflects how well a speaker masters the target language, many foreign

language students at advanced levels have different difficulties in speaking. Hence, the research

investigates teachers’ and students’ attitudes towards the effectiveness of classroom debate in

enhancing students’ oral performance. The hypothesis raised in this study sets out that teachers

and students have positive attitudes towards the effectiveness of classroom debate in improving

students’ oral performance. The research method adopted for this study was descriptive since the

data was gathered through two main questionnaires. Therefore, forty (40) questionnaires were

administered to first year master students, as well as thirty (30) for English teachers at larbi Ben

Mhidi University, Oum El Bouaghi. The results obtained have shown that classroom debate is an

effective pedagogical tool for enhancing students’ oral performance. Classroom debate motivates

students to express themselves, use language orally in a given context, and think critically when

discussing their ideas. Based on these results, the previous stated hypothesis was confirmed and

some recommendations are put forward. Teachers should encourage students-centered classes

through classroom debate. Students ought to overcome their difficulties through engaging in

debate activities in order to develop their oral performance.

III

List of Symbols and Abbreviations

EFL: English as Foreign Language.

TL: Target Language.

VS : Versus.

%: Percentage.

&: And

Q: Question

IV

List of Tables

Table 1: Students' Gender………………………………………………………..……...29

Table 2: The Choice of Studying English…………………………………………………30

Table 3: Students' Purpose of Studying English……………………………………….…31

Table 4: The Importance of Speaking……………………………………………………..32

Table 5: Students' Preference Classes…………………………………………………..…34

Table 6: Teachers' Motivation…………………………………………………………..…35

Table 7: The Way Teachers Motivate their Students………………………………………..37

Table 8: Speaking in English………………………………………………………………39

Table 9: Students’ Difficulties…………………………………………………………….40

Table 10: Oral Performance Techniques…………………………………………………...42

Table 11: How Students Prefer to Study…………………………………………………..43

Table 12: Classroom Debate Enjoyment…………………………………………………...45

Table 13: The Reason of Debate Enjoyment………………………………………………..46

Table 14: Classroom Debate Posed Difficulties……………………………………………47

Table 15: Debate Types Preference………………………………………………………...49

Table 16: The Skill Developed by Classroom Debate……………………………………….50

Table 17: Aspects Developed by Debate………………………………………………...…52

Table 18: Defending Ideas…………………………………………………………………53

Table 19: The Use of Classroom Debate……………………………………………………...55

Table 20: Mistakes' Reduction………………………………………………………………56

Table 21: How Classroom Debate Reduce Mistakes……………………………………….…57

Table 22: Teachers' Role……………………………………………………………………..59

Table 23: The Importance of Classroom Debate…………………………………………..…60

Table 24: How much Debate Is Helpful………………………………………………………61

Table 25: Teachers' Gender…………………………………………………………….……68

Table 26: Teachers' Degree…………………………………………………………………..69

Table 27: The Importance of Speaking for EFL Students……………………………………71

Table 28: Teachers' Encouragement to Speak in EFL Classes………………………………..72

V

Table 29: The Consideration of Students' level………………………………………………73

Table 30: The Amount of Talking…………………………………………………………….75

Table 31: The Implementation of Debate While Teaching…………………………………..76

Table 32: The Importance of Classroom Debate for University Students……………………..77

Table 33: The Speaking Aspects that Teachers Focus on more While Students Are Debating.79

Table 34: The Speaking Aspects that Debate Develops……………………………………...80

Table 35: Teachers Attitudes whether Classroom Debate Motivates Students to Speak or no..82

Table 36: Motivation Ways………………………………………………………………….83

Table 37: Benefit Frequencies………………………………………………………………….84

Table 38: Teachers' Attitudes about Classroom Debate………………………………………...85

VI

List of Figures

Figure1: Students’ Gender …………………………………………………………….…...29

Figure 2: The Choice of Studying English……………………………………………………30

Figure 3: Students' Purpose of Studying English…………………………………………..…31

Figure 4: The Importance of Speaking………………………………………………………...33

Figure 5: Students' Preference Classes………………………………………………………...34

Figure 6: Teachers' Motivation………………………………………………………………...36

Figure 7: The Way Teachers Motivate their Students…………………………………………..38

Figure 8: Speaking in English…………………………………………………………………39

Figure 9: Students’ Difficulties………………………………………………………………..41

Figure 10: Oral Performance Techniques………………………………………………………42

Figure11: How Students Prefer to Study………………………………………………………44

Figure 12: Classroom Debate Enjoyment………………………………………………………45

Figure 13: The Reason of Debate Enjoyment…………………………………………………...46

Figure 14: Classroom Debate Posed Difficulties……………………………………………….47

Figure 15: Debate Types Preference……………………………………………………………50

Figure 16: The Skill Developed by Classroom Debate…………………………………………..51

Figure 17: Aspects Developed by Debate………………………………………………………53

Figure 18: Defending Ideas…………………………………………………………………….54

Figure 19: The Use of Classroom Debate………………………………………………………55

Figure 20: Mistakes' Reduction………………………………………………………………….56

Figure 21: How Classroom Debate Reduce Mistakes…….…………………………………….58

Figure 22: Teachers' Role………………………………………………………………………..59

Figure 23: The Importance of Classroom Debate………………………………………………..60

Figure 24: how much Debate is Helpful…………………………………………………………63

Figure 25: Teachers' Gender……………………………………………………………………..68

Figure 26: Teachers' Degree……………………………………………………………………..69

Figure 27: The Importance of Speaking for EFL Students……………………………………....71

VII

Figure 28: Teachers' Encouragement to Speak in EFL Classes……………………………..72

Figure 29: The Consideration of Students' level…………………………………………………74

Figure 30: The Amount of Talking……………………………………………………………….75

Figure 31: The Implementation of Debate while Teaching…………………………………..77

Figure 32: The Importance of Classroom Debate for University Students…………………….78

Figure 33: The Speaking Aspects that Teachers focus on more while Students are Debating…79

Figure 34: The Speaking Aspects that Debate Develops……………………………………..81

Figure 35: Teachers Attitudes whether Classroom Debate Motivates Students to Speak or no.82

Figure 36: Teachers' Attitudes about Classroom Debate…………………………………….85

VIII

Table of Content

Dedication ….…………………………………………………….…………….……….....I

Acknowledgement ………………………………………………………………………..II

Abstract …………………………………………………………………….……………. III

List of Symbols and Abbreviation ………………………………………………………..IV

List of Tables …………………………………………………………………………..… V

List of Figures………………. ……………...………………………………………..........VI

General Introduction

1. Statement of the Problem………………………….……………………………………..1

2. Aim of the Study…………………………………….…………………………………...1

3. Research Questions and Hypotheses…………………….…………………………….....2

4. Research Methodology……………………………………….………………………......2

5. Structure of the Dissertation …………………………………….…………………….…3

Chapter One: Theoretical Background

Introduction……………………………………...…………………………………………4

Section One: Classroom Debate

1.1. The History of Debate. …………………….………………………………………....…5

1.2. The Definition of Debate………………………………………………………..………6

1.3. Parts of Debate…………………………….………………………….............................7

1.4. Types of Classroom Debate………………………………………………….....……….8

1.5. Tips of Classroom Debate ……………………………………………………………...9

1.6. Classroom Debate Techniques. ……………………………………………………..…11

1.7. Debate and the Four Skills……………………….……………………………………12

1.8. The Advantages of Classroom Debate …...………………………...………………….12

1.9. The Disadvantages of Classroom Debate……………………………………………...14

Section Two: Oral Performance

1.2.1. The Definition of Speaking…………………………………………………………..15

2.2. Elements of Speaking………………………………………………………………..16

2.2.1. Language Features ………………………………………….………………….....16

IX

2.2.1.1. Connected Speech………………………………………….……………..…16

2.2.1.2 Expressive Devices………………………………………….………………..16

2.2.1.3 Lexis and Grammar………………………………………….……………….16

2.2.1.4 Negotiation Language …………………………………………………….…17

2.2.2. Mental /Social Processing…………………….………...………………………….17

2.2.2.1. Language Processing …………………….…………...………………………..17

2.2.2.2 Interacting with Others…………………….…………………….……………..17

2.2.2.3. Information Processing…………………….………………………….………..17

2.3. The Importance of Speaking…………………………………………………………17

2.4. Characteristics of Speaking Performance…………………………...……………….18

2.4.1. Fluency…………………………………………………………...…………….19

2.4.2. Accuracy……………………………………………………………….……….19

2.5. Speaking Difficulties in Foreign Language Learning……………………...…………21

2.5.1. Inhibition……………………………………………………………...……..…21

2.5.2. Nothing to say……………………………………………………….…………21

2.5.3. Low or Uneven Participation…………………………………….……...……..22

2.5.4. Mother Tongue Use……………………………………………..…………..…22

2.6. Speaking Errors ………………………………………………………………….......23

2. 6.1. Systematic Errors versus Mistakes …………………..…...……………….…..23

2.6.2. Global Errors versus Local Errors ………………………………………….…23

2.7. The Characteristics of Successful Speaking Activities………………………….…...23

2.8. Assessing Speaking……………………………………………………………...…..24

Conclusion…………………………………………………………………………....…25

Chapter Two: The Field of Work

Introduction…………………………………………………………………………….26

2.1. Choice of the Method ………………………………………………………………26

2.2. Students’ Questionnaire……………………………………………………………...27

X

2.2.1. Description of the Questionnaire……………………………………...……27

2.2.2. Administration of the Questionnaire ………………….……………………28

2.3. Findings of Students’ Questionnaire………………………………………………....28

2.4. Discussion of the Result…...……………………………………………………...….62

2.5. Teachers’ Questionnaire…………………………..………………………………......66

2.5.1. Description of the Questionnaire……………………………………………..…….66

2.5.2. Administration of the Questionnaire………….…………………………………….67

2.5.3. Findings of Teachers’ Questionnaire……….………………………………………67

2.6. Discussion of Results………………….……………………………………………..86

Conclusion……………………………………………………………………...……….88

General Conclusion……………………………………………………………………..88

Recommendations ……………………………………………………………………...89

Limitations of the Study………………………………………………………………..90

List of references………………………………………………………….…………….91

Appendices

Appendix I : The students’ Questionnaire ……………………………………………..96

Appendix II : The teacher’s Questionnaire …………………………………………...101

XI

1

General Introduction

1. Statement of the Problem

In teaching-learning settings, the role of both teachers and students varies. The

teacher’s role consists of helping students to use language as correctly as possible. For

students generally, the purpose is to communicate orally without difficulties since they

often value speaking more than other skills. In Larbi Ben M’hidi University, one of the

students’ major difficulties is their lack of oral communication either with their teachers or

their classmates. This low performance in oral expression may be due to the lack of

classroom opportunities to practise the language.

Hence, it is believed that the best solution of this problem is the use of different

teaching-learning techniques rather than following the traditional methods that focus on

repetition of drills or memorization. Nowadays, classroom interaction can play a

significant role in the process of learning because it creates opportunities for students to

develop knowledge and skills. From different types of interaction, there is student-student

interaction and the best technique to encourage this type is classroom debate. This latter is

considered as an excellent interactive activity for developing verbal communication

because it motivates students to speak and interact with each other. Debate is presented as

a valuable learning activity and an effective pedagogical technique for improving

communicative skills. Thus, the present study focuses on the importance of classroom

debate activities in improving students ‘oral performance.

2. Aim of the Study

Throughout this study, the most important goal is to investigate teachers’ and students’

perspectives towards the effectiveness of classroom debate in developing EFL students’

2

oral performance. The purpose of using classroom debate activities is to discuss their

advantages and see to what extent they affect students’ oral performance. The goal is to

encourage teachers at the higher educational settings to use this activity and to shift from

teacher-centered teaching to students-centered classes.

3. Research Questions and Hypotheses

This study addresses the following research questions:

- What are teachers’ attitudes towards the effectiveness of classroom debate in

enhancing students’ oral performance?

- What are students’ attitudes towards the effectiveness of classroom debate in

enhancing their oral performance?

According to the previously stated questions we hypothesize that

-EFL teachers and students have positive attitudes towards the effectiveness of

classroom debate in improving students’ oral performance.

4. Research Methodology

In this research, a descriptive method is followed. The data was collected through

questionnaires to have a more reliable and comprehensive picture. The population of this

research comprises first-year Master students at Larbi Ben M’hidi University Oum el

Bouaghi and English teachers. The targeted population consisted of 60 students, whereas

the sample of this study was composed of 40 students who will be chosen randomly. The

first questionnaire was designed for first-year Master students since they have more

experience in oral expression. The second questionnaire was intended for the teachers of

English especially, Oral Expression. It aims at investigating the teachers’ perspective

towards the effectiveness of classroom debate activities. The results of questionnaires

3

showed whether, or not, classroom debate activities are effective for developing students’

oral performance.

5. Structure of the Study

The present study consists of two chapters, one theoretical and one practical. The

first chapter is the theoretical background and literature review of our study. It is divided

into two sections. The first section deals with general issues of classroom debate: the

history of debate, the definition of debate, parts of debate, types of classroom debate. The

tips and techniques of classroom debate also are identified. Then, debate and the four skills

are discussed. Finally, the advantages and disadvantages of debate are mentioned. The

second section deals with general issues of speaking: the definition of speaking, elements

of speaking, the importance of speaking, characteristics of speaking performance, the

speaking difficulties in foreign language. Then, some errors in speaking are identified as

well as the characteristics of successful speaking activities. Finally, assessing speaking in

the teaching process is mentioned.

4

Chapter One: Theoretical background

Introduction

Teaching English as a foreign language requires dealing with the four skills:

reading, speaking, writing and listening. The main aim behind acquiring these skills is to

develop students’ ability to receive, understand and produce the target language. For EFL

learners, it is very important to experience real communicative situations in which they

communicate and express their ideas effectively. Without speaking, it is difficult to achieve

this point which is communication. Speaking is considered as one of the most essential

skills in foreign language learning. Therefore, the implementation of various speaking

activities is significant in order to improve learners’ speaking skill. Debate is considered as

one of the most important strategies in EFL classes since it helps in developing learners’

speaking skills effectively.

This chapter is divided into two sections. The first section deals with general issues

of classroom debate: the history of debate, the definition of debate, parts of debate, types of

classroom debate. The tips and techniques of classroom debate also are identified. Then,

Debate and the four skills are discussed. Finally, the advantages and disadvantages of

classroom debate are mentioned.

The second section deals with general issues of speaking: the definition of

speaking, elements of speaking, the importance of speaking, characteristics of speaking

performance, the speaking difficulties in foreign language. Then, some errors in speaking

are identified as well as the characteristics of successful speaking activities. Finally,

assessing speaking in the teaching process is mentioned.

5

Section One: Classroom Debate

1. History of Debate

The seniority of debate returns back to Greek philosophy. The ancient Greeks were

interested in all the types of debate. Freely and Steinberg (2005) state that “The ancient

Greeks were among the first to recognize the importance of debate for both the individual

and society” (p. 6). Plato and Protagoras of Abdera were among the first who supported

debate issues at all the levels. Plato’s main focus was on dialogues since he was the

innovator of written dialogue and dialectic forms. Freely and Steinberg (2005) declare

“Plato, whose dialogues were an early form of cross-examination debate” (p. 6).

Protagoras of Abdera is named the father of debate since he presented debate as a teaching

strategy in Athens. He was also the first who encouraged and used this strategy in his

classroom. Kennedy (2007) argues that “Debate as a teaching strategy date back over

2,400 years to Protagoras in Athens” (p. 183).

The ancient Greeks were also interested in academic and classroom debate. Freely and

Steinberg (2005) state that “The fundamental nature of educational debate was established

in classical times by Aristotle, Protagoras, and the scholars who followed them through the

ages” (p. 12). The first incorporation of debate was in American higher education in the

nineteenth, twentieth century but debate has not been practiced until the last three decades.

It was beneficial, especially for students in high schools and universities (Williams et al.,

2001).

6

2. Definition of Debate

Branham (2013) defines debate as “A struggle against received opinion, in which

knowledge is not ‘lazily inherited’ from one’s instructors or textbook, but earned by

viewing the opinions so received as argumentation claims, to be tested against other

possible opinions” (P. 20). To paraphrase, debate can be considered as a fight against

specific ideas and points of views which suppose that knowledge is not a matter of

inheritance. However, knowledge may be viewed as something learned during the debate’s

process. Ellis and fedrizzi (2010) also state that “Debate is defined as oral confrontation

between two individuals, teams, or groups to argue reasons for and against a set position”

(p. 4) Therefore, debate can be defined as a process of putting a proposition, discussing it

and providing reasoned arguments for and against it.

Bambang (2006) defines classroom debate as "an activity which is used for

understanding of the topic. It is done by two groups. Every group consists of three or five

students. It is “pro” group and “contra” group" (p. 125). To paraphrase, classroom debate

is an academic activity in which two opposing individuals or groups discuss a specific

topic. Each one tries to defend his arguments to convince or prove each other wrong. In

addition, Freely and Steinberg (2005) state that “Academic debate is conducted on

propositions in which the advocates have an academic interest, and the debate typically is

presented before a teacher, judge or audience without direct power to render a decision on

the proposition” (p. 12). It means that both debate parts share an amount of knowledge in

the debatable topic but have different points of views to support. At the end of the activity,

a decision will be made.

7

3. Parts of Debate

There are five important parts of debate: proposition, affirmative team, negative

team, rebuttal and judge.

The proposition refers to the statement which the two opposing teams argue. Branham

(2013) states the following characteristics that the proposition should conform to:

- The proposition should present an argumentative claim: in the debatable topic, a

controversy should be enforced by stating a claim.

- The proposition should be debatable: it means not an obviously false or obviously

true proposition.

- The proposition should be phrased clearly and simply: it means that the proposition

should contain clear and simple words to avoid ambiguity. In addition, it should

focus on the topic in order not to be interested in understanding the exact meaning.

- The proposition should be limited in scope: broad topics should be avoided in order

not to deviate from the discussed topic. So, narrowing the topic is preferable

because it enables each side to have a better idea about what the other will argue.

- The proposition should be interesting: teacher must know what attract their

students. So, the proposition should be up to date i.e. new and interesting topics that

motivate learners to talk rather than old and boring ones.

According to Branham (2013), there are three main types of propositions. The first type

is proposition of fact. It is based on logical inferences. It provides YES/NO answer and

proposes whether something is true or false. The second type is proposition of value. It

concerns with evaluating and judging something i.e. stating that something is good/ bad,

right/wrong. The third type is proposition of policy. It concerns with arguing if something

should be done or should not.

8

Kriger (2005) states that “The Affirmative team is the team that agrees with the

resolution” (p. 2). So, the affirmative team represents the team who supports and agrees

with the proposition mentioned in the three cases. If the proposition is of fact, the

affirmative team says yes. If it is of value, the affirmative team provides positive

evaluation and if the proposition is of policy, the affirmative team argues that something

should be done.

Kriger (2005) states that “The negative team is the team that disagrees with the

resolution” (p. 2). The Negative team represents the team who opposes the proposition

mentioned in the three cases. If the proposition is of fact, the negative team says no. If it is

of value, the negative team provides negative evaluation and if the proposition is of policy,

the negative team argues that something should not be done. In this case, all team’s

members will provide opposing arguments to the proposition.

Kriger (2005) declares that “The rebuttal explains why one team disagrees with the

other team” (p. 2) The rebuttal is the period in which the affirmative team states his

arguments and the negative team answers and argues against the specific points that the

first team has made.

Kriger (2005) states that “The judge is the one who decides the winner” (p. 2). The

judge refers to the audience. The latter can be the teacher in the classroom or other

students. The judge should listen carefully to both arguments before deciding who the

winner is.

4. Types of Classroom Debate

Vargo(2012) mentions three useful types of classroom debate: the four corner debate,

role play debate and think-pair-share debate.

9

Vargo (2012) argues that “The four corner debate starts with a question or statement.

Students are then afforded time to personally consider the statement and their view based

on the law” (p. 5). The four corner debate can be defined as a strategy used by teachers

following these steps. First, the teacher starts with proposing the debatable topic, giving

students time to think about the topic. Second, he/she asks them if they strongly agree,

agree, strongly disagree or disagree with the proposition. Finally, depending on their

answers, the teacher will divide them into four groups and each one will move to the

corner to start the debate (Vargo, 2012, p. 5).

Role play debate is an activity that should be prepared before being present in the

classroom. It consists of giving each student a specific role in the play. This latter will

contain a debate. So, whenever the students act, they will argue and defend their views

(Vargo, 2012, p. 5).

Think-pair-share debate requires students to do a kind of brain-storming about the

topic. After personal notes are completed, pairs are formed to exchange their arguments.

Then pairs are combined to form groups. Each group will choose a position to defend and

discuss the proposition (Vargo, 2012, p. 6).

5. Tips for Classroom Debate

Freely and Steinberg (2005) present the following debate tips:

- Using effective speaking: debaters should use the different strategies of an

academic debate like appropriate tone i.e. raising voice in particular words. In

addition, debaters should illustrate their arguments as possible as they can.

10

- Comparing and contrasting: debaters should compare arguments first to figure out

the similarities and differences. Second, they should focus on the differences in

order to build strong and opposing arguments against the other team’s ideas.

- Maintaining a positive focus: debaters should focus on building strong arguments

rather than just criticizing the others’ views. During the debate, each group should

listen carefully and respect the others’ opinions.

- Planning and preparing introductions and conclusions: debaters should prepare an

introduction to gain positive attention and a brief conclusion to avoid boredom.

- Asking and answering questions effectively: debaters should not just listen and

argue, but they should ask questions that the audience may think about.

- Respect: before presenting debate as a classroom activity, teachers should first

discuss a specific code of conduct with their students. The code must contain rules

to follow in the classroom. Students must respect each other and argue using

academic language. When teachers present the proposition, each team should work

together, brainstorm, organize, and coordinate their arguments.

Moreover, according to Freely and Steinberg (2005), there are different debate

strategies that the speaker can use. Sticking on the planned list of arguments is an

important strategy in order not to deviate and discuss irrelevant ideas. This strategy can

be fostered by using cards not to read from them but just to stay focused. Using humor

and examples will attract the audience also illustrate the debater’s position. Another

important strategy is that the debater should follow a logical order in presenting his

arguments. For example mentioning the most important arguments then moving to the

remaining.

11

6. Techniques of Debate

According to Zompetti, Driscoll and Trap (2005), there are different techniques

used during the debate. Debaters should pay attention to what they argue i.e. “content” and

how they argue i.e. “style” (Zompetti, Driscoll and Trap 2005). The elements of the style

are speed, tone, volume, clarity, gestures and eye contact. However, the content includes

definitions, arguments, and strategies.

The style is concerned with the way in which debaters communicate and defend their

arguments. It includes these elements: speed, tone, volume, clarity, gestures and eye

contact. The first element is speed. During the debate, the conversation should be neither

fast nor slow. The debater must stick to a medium position. The second element is the tone.

It is very attractive criterion since raising voice in particular words will attract listener’s

attention. The third element is the volume. During the debate, the debater should avoid

shouting in order not to annoy the audience. The fourth element is clarity. The debater

should use simple words which are easy to understand. Finally, gestures and eye contact.

Gestures help debaters for better illustration and explanation. Eye contact helps debaters to

keep their audience focused and to know if they need to provide more explanation of a

specific idea (Zompetti, Driscoll and Trap 2005).

The content is concerned with debaters’ verbal production. What and sometimes also

how the debater should produce language. According to Zompetti et al. (2005), There are

three components of debate speech. The first component is the definition since debaters

should first define what they are going to tackle. The second one is arguments. Debaters

should provide their speech with positive and negative arguments. Finally, strategies used

during the debate. Debaters should use extra techniques in order to help them during the

debate process, for example, materials.

12

7. Debate and the Four Skills

Debate helps students to develop their abilities in four skills. Debaters should read

as much as possible in order to have reliable and strong arguments. Hence, students will

benefit and enhance their reading skills. Ellis and fedrizzi (2010) state that in order to

understand debate topics and issues, the debater should read different types of materials. In

fact, the debater should read and focus on details to have better understanding of the

debatable topics.

Ellis and fedrizzi (2010) declare, “Listening is the key to winning a debate. It is not

enough to hear your opponent, you must listen to your opponent” (p. 11). It means that

listeners should concentrate and focus on the meaning of words rather than just perceive

sounds. So, debate activities result in the development of the listening skills.

Classroom debate generally helps students to develop the four skills, but

specifically speaking and writing. Krieger (2005) states that debate is an excellent activity

for language learning because it engages students in a variety of cognitive and linguistic

ways. In the case of speaking skill, students will be motivated and will have opportunities

to produce language as much as possible. Besides, during the debate, students will listen

carefully and deeply to criticize the different arguments. So, they will develop their critical

thinking. The latter helps students to create and support logical arguments, especially in

argumentative writing, providing illustration and evidence when writing.

8. The Advantages of Classroom Debate

According to Branham (2013), “in many cultures debate is seen as a criterion of

testing individual’s intellectual development” (p. 19). It means that individuals who can

engage and succeed in doing a formal conversation or a debate differ from others in many

13

things. In fact, debaters are skilled persons because they are capable of respecting debate’s

process, being good listeners, and thinking and analyzing others’ points of views. In the

same context, Vygotsky (1978) states “Debaters must analyze, synthesize and evaluate the

knowledge they have acquired in order to propose, oppose and make competing choices”

Moreover, according to Davis, Wade, Roland, and Zorwick (2016) “debate has

value in diverse educational settings, including higher education” (p.4). By using

classroom debate as a teaching activity, the learning process will be effective. Davis et. al.

(2016, p.6) suggest different advantages of using classroom debate. The first advantage is

that through classroom debate, teachers will create an appropriate, vital and interesting

atmosphere. So, students will enjoy learning, feel comfortable to speak and easily defend

their arguments. Davis et. al. (2016) argue that “debate brings learning to life for students”

(p. 6). It means that the process of learning will be more interesting and exciting. The

second advantage is that learners will have more opportunities to hear their classmates’

views and express different opinions. So, they will learn more practically rather than

theoretically. Davis et. al. (2016) argue that “students learn from the choices that they

make in the debate how to communicate their thoughts clearly and effectively” (p.6). The

third advantage is that learners will be active ones rather than passive ones i.e. they will

first listen, think, analyze, and argue rather than just listen and absorb information. Davis

et. al. (2016) state that “debate develops an exciting range of skills, from literacy to critical

thinking to social skills” (p. 6) The fourth reason is that learners will be motivated to

produce language as much as possible since they will have a kind of will and obligation to

defend their arguments. Hence, they will speak confidently and reach the objective of self-

satisfaction. Maryadi (2008) states that "Debate can motivate students' thinking, moreover

if they must defend their stand or opinion which is in contradiction with conviction

themselves” (p. 16).

14

Kriger (2005) states that through practice in debate, many students develop their

abilities to express and defend ideas. It means that the nature of debate can create different

chances for students to listen for both arguments and to see things from other perspectives.

Kriger (2005) argues that “Debate is an excellent activity for language learning because it

engages students in a variety of cognitive and linguistic ways” (p. 1). In this case students

will be able to think critically and to build strong arguments based on the other side’s

weaknesses. A research of Dundes (2001) has shown that debate encourages introvert

students to participate. Even if introvert students do not like to interact with their

classmates, their self esteem will encourage them to defend their ideas.

9. Disadvantages of Classroom Debate

Branham (2013) states that “debate is a subversive, even revolutionary force in

education” (p. 21). Classroom debate format and activities can provide students with a kind

of freedom. Student will feel independent to do whatever they want. So, this may lead to

classroom misbehavior. In addition, debate activities need time and preparation. So,

teachers may find difficulties to finish the planned program. Alsop et. al. (2004) argue that

debate fosters competition rather than collaboration. Classroom settings provide students

with an appropriate environment to work together rather than competing. Debates tend to

focus students toward the question of winning or losing. Thus, debate may create a kind of

selfishness. Another disadvantage of debate is that debates tend toward dualism. Vargo

(2012) argues that “dualism is the division of something conceptually into two opposed or

contrasted aspects, or the state of being so divided” (p. 2). In this case students will get

used to view things as having only two positions. This latter may be considered as another

disadvantage since not all the topics are debatable. There are different characteristics of

debate propositions. So, debate is only used for specific subjects.

15

Section two: Oral Performance

1. Definition of Speaking

The speaking skill can be considered as one of the major skills to be developed since

oral communication is needed everywhere. Luoma (2004) argues that “Speaking in a

foreign language is very difficult and competence in speaking takes a long time to

develop.”(p. 1). Thus, speaking is not an easy skill but a complex one. It needs efforts and

practice of the target language as much as possible. Speaking is also considered as a

process which is based on verbal and non verbal language. Thornbury (2005) focuses on

the non verbal language and states that “Speaking is also a multi-sensory activity because it

involves paralinguistic features such as eye contact, facial expressions, body language,

tempo, pauses, voice quality changes, and pitch variation” (p. 9).

The concept speaking is difficult to be defined, for that reason it was seen from

different perspectives. Gumperz (1999) sees speaking from pragmatic side. He says

“Speaking is cooperatively constructed which is based on contributions, assumptions,

expectations, and interpretations of the participant’s utterances “(p. 101).So, speaking is a

verbal communication that is based on the meaning interpreted. According to Thornbury

(2005) "Speaking is considered as the productive and oral skill. Speaking is a cognitive

skill, is the idea that knowledge become increases automatically through successive

practice" (p. 79). Speaking can be defined as an interactive process of conveying meaning

through producing meaningful utterances i.e. it consists of sending and receiving messages

through verbal and non verbal language. Hedge (2000) defines speaking as “a skill by

which they [people] are judged while first impressions are being formed” (p.

216).Consequently, through speaking people do not just produce language but share

knowledge, emotions, interest, ideas and their different opinions.

16

2. Elements of Speaking

Harmer (2001, p. 269) sets out the following features in order to have successful

speaking.

2.1. Language Features

Language features cover: connected speech, expressive devices, Lexis and

grammar, and negotiation language.

2.1.1. Connected Speech

Speech is a combination of sounds that are connected. EFL learners need to use

fluent speech in order to speak natural and less formalized language rather than just

produce individual phonemes. Thus, teachers should involve specific activities to

improve students’ connected speech.

2.1.2. Expressive Devices

In order to create successful and effective communication, learners should use

different expressive devices. It means that they should be able to change the pitch and

stress of specific utterances, vary speed and volume, and use paralinguistic features to

convey meaning.

2.1.3. Lexis and Grammar

Harmer (2001) states that “Lexis is as important as grammar. Showing how words

combine together and behave both semantically and grammatically is an important part of

any language-learning programme” (p. 79). In other words, people do not just use language

for the sake of communication, but for other purposes like covering specific needs i.e.

there is always meaning behind using language. So, students should be able to use lexical

phrases for different functions such as agreeing and apologizing.

17

2.1.4. Negotiation Language

Through negotiation of language, learners’ main purpose is to produce effective and

accurate utterances. So, they should simplify and clarify their utterances in order to avoid

ambiguity.

2.2. Mental / Social Processing

Harmer (2001, p. 269) states the following mental processing and social elements:

language processing, interacting with others, and information processing.

2.2.1. Language Processing: it refers to the ability of processing the language in

one’s own mind by putting it in coherent order so that learners will avoid

ambiguity i.e. interlocutors will understand the intended messages.

2.2.2. Interacting with others: in speaking situations interaction is always there.

It can be with one or more participant. It also involves good listening,

understanding and knowledge about certain linguistic features like turn-

taking.

2.2.3. Information Processing: in communicative situation, effective

communicators are the ones who respond quickly. They are those who

process the information in the mind rapidly.

3. The Importance of Speaking

Unlike the traditional classes where the main focus was on reading and writing skills,

classes of recent years focus on developing the speaking skill since the latter has acquired a

very important place in communication skills. Ur (2000) states:

Of all the four skills (listening, speaking, reading, and writing), speaking seems

intuitively the most important: people who know a language are referred to as “

speakers “ of that language, as if speaking includes all other kinds of knowing; and

18

many if not most foreign language learners are primarily interested in learning to speak

( p.121 ).

Speaking is considered as the most important and essential skill. It is considered as

a tool of transmitting thoughts and attitudes since learners are expected to interact verbally

with others. People often have an idea that talking a specific language means knowing it.

Celce-Murcia (2001) confirms that for most people “the ability to speak a language is

synonymous with knowing that language since speech is the most basic means of human

communication” (p. 103).

Speaking is a complex skill to be taught. Learners should be able to use language in

different contexts and situations also to express their thoughts, opinions, feelings, emotions

and needs clearly without difficulties. Nunan (1991) writes“ To most people, mastering the

art of speaking is the single most important factor of learning a second or foreign language

and success is a measure item of the ability to carry out a conversation in the language” (p.

39) . In this context, Hedge (2000, p. 261) also claims that “For many students, learning to

Speak competently in English is a priority. They may need this skill for a variety of

reasons, for example to keep up a rapport in relationships, influence people, and win or

lose negotiations “. Therefore, speaking is a skill that cannot be ignored it reflects how

well a speaker masters the target language. In addition, EFL learners need this skill to

experience real communicative situations in which they communicate and express their

ideas effectively.

4. Characteristics of Speaking Performance

Recently, in designing speaking activities the main focus is on enhancing learners’

speaking fluency and accuracy since they are considered the main important characteristics

of the communicative approach. Fluency and accuracy are seen as two interrelated aspects

of the speaking skill. Richards and Rodgers (2001) state that “fluency and acceptable

19

language is the primary goal: Accuracy is judged not in the abstract but in context” (p.

157). This is what communicative language approach emphasizes i.e. practicing the

language rather than mastering the language form. Hedge (2000) also highlights on the

idea of developing learners’ communicative competence through classroom interaction. He

mentions that “The communicative approach somehow excuses teachers and Learners from

a consideration of how to develop high levels of accuracy in the use of grammar,

pronunciation, and vocabulary.”(p. 61)

4.1. Fluency

In teaching speaking, the main aim of EFL teachers is to achieve oral fluency. The

latter is considered as a criterion of evaluating oral performance. Hughes (2002) defines

fluency as “The ability to express oneself in an intelligible, reasonable and accurate way

without too much hesitation, otherwise the communication will break down because

listeners will lose their interest” (p. 80). To achieve this goal, teachers should apply

specific activities in which learners can express their own ideas freely and quickly also

they should provide their learners with opportunities to interact and produce language as

much as possible. Hedge (2000) also adds that “The term fluency relates to the production

and it is normally reserved for speech. It is the ability to link units of speech together with

the facility and without strain or inappropriate showness, or undue hesitation” (p. 54). So,

fluency is the act of performing utterances in a coherent way through linking words using

stress and intonation. All these aspects must be of course quickly.

4.2. Accuracy

Accuracy is one of the most important characteristics of oral performance. It is true

that being fluent makes the conversation interesting and enjoyable, but without accuracy

being fluent does not make sense. Without structuring accurate speech, the interlocutors

will lose interest and may misunderstand the messages. Skehan (1996 b:, p. 23 cited in

20

Ellis and Barkhuizen 2005, p. 139) define accuracy as referring “To how well the target

language is produced in relation to the rule system of the target language.”Accuracy refers

to the different grammar structures, vocabulary and pronunciation that learners should

develop.

Being accurate is related to three main aspects: grammar, vocabulary and

pronunciation. First, the grammar of spoken language differs from that of the written

language. Thornbury (2005, p. 220) suggests the following features of spoken grammar: a

clause is the basic unit of construction, clauses are usually added (co-ordinate), head+

body+ tail construction, direct speech favored, a lot of ellipsis, many question tags and

performance effects (hesitation, repeats, false starts, incompletion, syntactic blends).

Second, being accurate is also related to vocabulary. According to Harmer (2001) the

knowledge of the word classes also allows speakers to perform well formed utterances.

Thus, the lack of vocabulary can make many difficulties for learners to express what they

exactly want to say since they can use words that are not appropriate in all contexts. The

third aspect is pronunciation. According to Redmond and Vrchota (2007), “It is imperative

that you use the correct word in the correct instance and with the correct pronunciation.

Pronunciation means to say words in ways that are generally accepted or understood” (p.

104). Hence, learners who want to develop their oral performance should practice

pronunciation as much as possible. They should be aware about the different sounds,

words’ stress and where intonation should be located. Consequently, without the previous

stated aspects learners will not achieve accuracy.

5. Speaking Difficulties in Foreign Language Learning

There are different difficulties that could be an obstacle for EFL students in speaking

the foreign language. Ur (2000, p121) for example, mentions four main problems which

are: inhibition, nothing to say, low uneven participation, and mother tongue use.

21

5.1. Inhibition

In EFL classes, learners may have an appropriate amount of knowledge about the target

language but they may face difficulties when trying to express their ideas. Inhibition and

anxiety are among the difficulties that learners may face. Littlewood (1999) argues that “It

is too easy for a foreign language classroom to create inhibition and anxiety” (p. 93). The

feeling of shyness and the fear of making mistakes lead to increase these two psychological

factors. Ur (2000) states that “Learners are often inhibited about trying to say things in a

foreign language in the classroom. Worried about, making mistakes, fearful of criticism or

loosing face, or simply shy of the attention that their speech attracts” (p. 111). Therefore,

inhibition affects learners’ production of the target language especially, the speaking skill.

5.2. Nothing to Say

Generally when teachers impose participation, the problem of nothing to say appears.

Some teachers believe that imposing participation may reduce students’ anxiety and

inhibition, but this strategy puts students in situations where the only produced answer is “I

don’t know”, or “no comment”. This problem can be because of the lack of motivation,

classroom boredom and uninteresting topics. Rivers (1968) writes “The teacher may have

chosen a topic which is uncongenial to him [the learner]or about which he knows very

little, and as a result he has nothing to express, whether in the native language or the

foreign language”(p. 192). So, in order to avoid “nothing to say” expressions teachers

should choose familiar and interesting topics.

5.3. Low or Uneven Participation

Students in FL classes have different personalities. Some students spend much time

talking without giving their classmates chances to participate. In this case, teachers should

manage their classes wisely in order to provide equal opportunities for all students. Rivers

22

(1968, p.98) claims that some personality factors can affect participation in a FL and

teachers then should recognize them. Other students prefer not to talk for many reasons.

They may feel afraid of being wrong, shy or bored. Harmer (2001, p.120) suggests

streaming weak participators in groups and letting them work together. In this case

students’ participation may increase.

5.4. Mother Tongue Use

According to Baker and Westrup (2003) “Barriers to learning can occur if students

knowingly or unknowingly transfer the cultural rules from their mother tongue to a foreign

language” (p. 12). Therefore, students will not be able to produce the target language

fluently and accurately if they rely on their native language i.e. borrowing words or

focusing on translation when speaking. Another cause of mother tongue use is teachers

themselves. If teachers frequently use the native language in the classroom, students will

feel comfortable to use it. “Teachers need, therefore, to be aware of the kind of example

they themselves are providing”. (Harmer, 2001, p. 131).

Speaking a foreign language requires mastering the four skills. Most EFL learners

master the language rules but face many difficulties in performing the target language.

Therefore teachers should provide their students with different opportunities to practice the

language. In the same context, Parrott (1993, p. 105) asserts that teachers must perform a

series of tasks that aim at providing learners with the confidence and the skills required to

take advantage of the classroom opportunities in order to speak English effectively.

6. Speaking Errors

Students may make different types of errors in foreign language learning. Hedge

(2000, p. 289) distinguishes between systematic errors versus mistakes and global

errors versus local errors.

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6.1. Systematic Errors versus Mistakes

Systematic errors generally appear at the beginning of FL learning. The lack of foreign

language knowledge can be the cause behind such errors i.e. errors are related to

competence. Mistakes are random deviation that can appear at anytime. They are a result

of the lack of performance. Mistakes can occur due to slip of tongue, non linguistic factors

like fatigue, and lack of concentration.

6.2. Global Errors versus Local Errors

Both global and local errors take place during communication. Global errors refer to

errors that affect the whole sentence organization for example wrong word order.

Generally, global errors affect comprehension and cause a kind of misunderstanding. Local

errors affect one element of a sentence and deal with what the hearer understands from the

utterance. Local errors can be related to the intended meaning of utterances. For instance,

an utterance like “there are many children in my street” can be understood by the hearer as

a kind of disturbance.

7. Characteristics of successful speaking activities

Ur (2005, p.120) sates four characteristics of successful speaking activities: students’

talk, participation, motivation, language knowledge. The first characteristic is students’

talk. To have successful speaking activities, learners should do most of the talk in the

classroom. The second characteristic is participation. Classroom discussion should not be

dominated by a minority of students. Most of the students should be active participants.

The third characteristic is motivation. Learners should be excited to speak because they are

interested and motivated to speak. The fourth characteristic is language knowledge.

Learners should express their ideas using fluent and accurate utterances in order to be

comprehensive.

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8. Assessing Speaking

Assessing refers to teachers’ regular evaluation in order to check their students’

progress and performance of the target language. Haley and Austin (2004) state that “[it]

involves the development of materials, processes, activities and criteria to be used as tool

for determining how well and how much learning is taking place” (p. 117). Assessing

speaking involves taking into consideration grammar, pronunciation, vocabulary and

students’ ability to communicate in an effective way.

Although there are different ways of evaluating speaking, there is just one aim behind

this evaluation which is encouraging and motivating students to develop their oral

performance. Assessing speaking is difficult since this skill is considered as a complex one

to be measured. Thornbury (2005, p. 132) in his book “ How to teach speaking “ answered

the main question in assessing speaking which is how does one go about assessing

speaking?

According to Thornbury, there are two main ways of evaluating speaking: the holistic

scoring and the analytical scoring. In the holistic scoring, teachers evaluate the whole task

by giving a single score. The advantage of this way is to be quick in evaluating. However,

in the analytical scoring teachers may give separate scores of different aspects of the task.

This way takes more time of evaluation.

Conclusion

Speaking is an important and at the same time difficult skill to be achieved.

Language exposure provides EFL students with different tools and opportunities to

develop their oral skill in terms of performance (fluency) and competence (accuracy). So,

teachers are asked first to provide their students with chances to practice the target

language as much as possible. Second teachers are asked to direct their attention to the

25

importance of evaluation and its advantages. Evaluation with its types is important for both

students and teachers. For students, evaluation is a motivational factor to develop their oral

performance and practice more speaking in the classroom. For teachers, it is a tool to

determine the different points that students need to develop. Classroom debate can be

considered as one of the important interactive activities that helps the improvement of

students’ oral performance. The implementation of classroom debate makes students feel

interested and motivated to perform the target language. In addition, debate helps students

to develop their four skills and not only the speaking skill. The role of the teacher also

cannot be neglected since it is very important during classroom debate. All these stated

points are significant in the learning the target language especially speaking skill

26

Chapter Two: The Field of Work

Introduction

So far, a literature review of classroom debate and oral performance was presented.

This chapter presents the results of the practical part. It starts with a description and the

findings of students’ questionnaire. Then, the second part describes the findings of

teachers’ questionnaires. The conducted research is based on finding out the relationship

between both classroom debate and oral performance. Therefore, the best research

instrument used to prove the stated hypothesis earlier is a questionnaire. One questionnaire

is addressed to EFL students. It is intended to investigate students’ attitudes towards the

importance of classroom debate in improving their oral performance. The second

questionnaire is addressed to EFL teachers in order to investigate their opinions about the

significance and implementation of classroom debate as an academic tool to enhance

students’ oral performance.

1. Choice of the Method

The method has been chosen to be a descriptive study for two main reasons. The first

reason is that oral performance is a broad concept that cannot be measured completely. The

second reason is that oral performance cannot be developed in a short period of time for

example, four sessions in an experiment.

27

2. Students’ Questionnaire

2.1. Description of the Questionnaire

The questionnaire consists of four sections which contain close questions and open

ended ones.

Section One: Students’ Background Information

In this section, students were asked to specify their gender (Q1), to specify if

studying English was a personal choice or an obligation. In (Q2) students were asked to

indicate from a list of options their reason behind the choice of studying English.

Section Two: Students’ Attitudes towards Oral Performance

This section investigates issues that are related to EFL learners’ speaking skill.

First, in (Q3) students were asked to indicate the importance of speaking skill for them.

(Q4) was asked to see if students prefer to speak or not. In this question students were

asked to explain the reason behind their choice. Then, in (Q5) respondents were requested

to tell if their teachers motivate them to speak or not and if yes they say how teachers

motivate them. In (Q6) students were asked to tick how they find speaking in English.

Next in (Q7) students were asked to mention the difficulties that face them when speaking.

Finally in (Q8), students were requested to choose the most important technique that can

help them to overcome their difficulties and help them to improve their speaking skill.

Section Three: Students’ Attitudes towards the Effectiveness of Classroom Debate

The first question of this section deals with knowing how students prefer to study

(Q9). Then, (Q10) was asked to see whether students enjoy studying using classroom

debate or not, and if “yes” students should select the reason from a list of options. (Q11)

seeks to figure out the difficulties posed by classroom debate if there are any. (Q12) was

28

asked to see how students prefer to deal with classroom debate. In (Q13) and (Q14),

students were asked to tick the skill and aspects they think that classroom debate develops

more. Then, in (Q15) and (Q16), respondents were requested to indicate whether

classroom debate gives them the opportunity to defend their arguments and to specify how.

Later (Q17) was asked to see if classroom debate activities help students to reduce their

speaking mistakes or not and to specify how by choosing one option. Then in (Q18),

students were asked to tell what role should be played by their teacher. Finally, (Q19) was

asked to see if classroom debate activities help students to improve their oral performance

or not and if “yes” students were asked to tick how much these activities help them.

Section Four: Further Suggestions

This section was dedicated for further suggestions. It is devoted for any comments

students want to state whether about the chosen topic or the questionnaire in general.

2.2. Administration of the Questionnaire

The questionnaire had been administered randomly to first year Master students of

English ( language science and TEFL) at Larbi Ben Mhidi University Oum El Bouagh. The

sample of the study consisted of forty (40) students who were chosen among the total

number of population which is sixty (60) students. The selection of such sample was based

on the consideration that first year Master students have already experienced the concept of

classroom debate with their teachers in the previous years. Forty (40) Questionnaires were

administered and all of them were answered. The questionnaire therefore, was

administered in a relaxed environment, and the questions were clear with simple

vocabulary to help the students comprehend and answer appropriately.

3. Findings of the Students’ Questionnaire

29

Section One: Students’ Background Information

Q1: Gender

a. Male

b. Female

Table 1.

Students' Gender

Frequency Percent

Valid

a 17 42,5

b 23 57,5

Total 40 100,0

Figure 1: Students' Gender

From the previous chart, the frequency of males is 17 i.e. they represent 42% from

the sample and the frequency of females is 23 i.e. they represent 57% from the sample.

This result indicates that the sample chosen is heterogeneous and the gender will not affect

the research.

42% 57%

30

Q2: Was studying English:

a. A personal choice

b. An obligation

Table 2.

The Choice of Studying English

Frequency Percent

Valid

a 34 85,0

b 6 15,0

Total 40 100,0

Figure 2: The Choice of Studying English

From the previous table, 34 (85%) of the students had chosen to study English

without any obligation, whereas the choice of studying English for 6 participants (15%)

was an obligation.

If your answer is a, you chose to study English for the purpose of:

85%

15%

31

a. Communication

b. Finding a future job

c. Traveling and living abroad

Table 3.

Students' Purpose of Studying English

Frequency Percent

Valid

a 15 37,5

b 13 32,5

c 8 20,0

Total 36 90,0

Missing System 4 10,0

Total 40 100,0

Figure3: Students' Purpose of Studying English

These charts diagnose the purpose of choosing English. Fifteen respondents (37%)

said they wanted to study English for communication purposes. Thirteen students (32%)

10%

38%

32%

20%

32

responded that they chose English to find a future job. Eight participants (20%) responded

that they chose English in order to travel and live abroad. 4 students (10%) responded that

studying English was an obligation (the missing value).

Section two: Students’ Attitudes towards Oral Performance

Q3: How much important is speaking for you?

a. Very important

b. Somewhat important

c. Not important at all

Table 4.

The Importance of Speaking

Frequency Percent

Valid

a 29 72,5

b 10 25,0

c 1 2,5

Total 40 100,0

Figure 4: The Importance of Speaking

72%

2%

25%

33

From the above charts, the biggest percentage is (72%). 29 of students find the

speaking skill very important. 10 of the respondents (25%) said that speaking is somewhat

important and 1 student (2%) said that speaking is not important at all.

Q4: Do you prefer to be in a classroom where:

a. The teacher does most of the talk

b. Students do most of the talk

Table5.

Students' Preference Classes

Frequency Percent

Valid

a 13 32,5

b 27 67,5

Total 40 100,0

34

Figure 5: Students' Preference Classes

From the previous chart, most of students (67%) prefer to be in classroom where

they do most of the talk. Only thirteen students (32%) prefer a classroom where the

teachers do most of the talk.

Whatever your answer is, please say why

The respondents who answered that they prefer to be in a classroom where students

do most of the talk argued with providing different reasons. The first reason is that they

need to practise the language to develop their speaking skill. The second reason is that they

want to be active learners not passive ones. The third reason is that they need to have the

opportunity to express themselves and exchange ideas. The fourth reason is that speaking

in the classroom helps them to benefit from each other and to correct their mistakes easily.

On the contrary, the respondents who answered that they prefer to be in a classroom where

the teacher does most of the talk also argued with providing some reasons. The first one is

that teachers are considered as models in the classroom and they need to follow them. The

second reason is that they prefer teachers who control the classes and organize them. The

32%

67%

35

third reason is that some students have psychological problems like shyness and anxiety.

So, they prefer listening to speaking.

Q5: Does your teacher motivate you to speak?

a. Yes

b. No

Table 6.

Teachers' Motivation of Students

Frequency Percent

Valid

yes 30 75,0

no 10 25,0

Total 40 100,0

75%

25%

36

Figure 6: Teachers' Motivation

Most respondents (75%) answered that their teachers motivate them to speak. Only

ten students (25%) answered that their teachers do not motivate them to speak.

If yes, he/she motivates you:

a. By creating an interesting atmosphere to speak

b. By providing different opportunities to speak

c. By creating a kind of challenge between students

Table 7.

The way Teachers Motivate their Students

Frequency Percent

Valid

a 11 27,5

b 10 25,0

c 9 22,5

Total 30 75,0

Missing System 10 25,0

Total 40 100,0

37

Figure 7: The way Teachers Motivate their Students

The result shows that (27%) of students stated that their teachers motivate them by

creating an interesting atmosphere to speak. (25%) of students had chosen the second

option which is providing different opportunities to speak. The last option was creating a

kind of challenge between students and it reached (22%). (25%) is for the missing value

i.e. students who responded that their teachers do not motivate them.

Q6: Do you find speaking in English:

a. Very easy

b. Easy

c. Neither easy nor difficult

d. Difficult

e. Very difficult

Table 8.

27% 25%

25% 22%

38

Speaking in English

Frequency Percent

Valid

a 2 5,0

b 16 40,0

c 15 37,5

d 7 17,5

Total 40 100,0

Figure 8: Speaking in English

Results reveal that (40%) of the respondents found speaking in English easy and

(5%) stated that speaking English is very easy. However, fifteen participants (37%)

40%

37%

5% 17%

39

believed that speaking in English is neither easy nor difficult. Then, (17%) of students

found English as a difficult language to be spoken.

Q7: What are the difficulties that you have when speaking in EFL class?

a. Inhibition

b. Anxiety

c. Lack of vocabulary

d. Fear of making mistakes

e. Shyness

Table 9.

Students’ Difficulties

Responses Percent of Cases

N Percent

difficulties

a 8 10,5% 32,0%

b 25 32,9% 100,0%

c 9 11,8% 36,0%

d 17 22,4% 68,0%

e 17 22,4% 68,0%

Total 76 100,0% 304,0%

a. Dichotomy group tabulated at value 1.

In this question, many students ticked more than one option. (32%) of students

indicate anxiety as the first difficulty, followed by both fear of making mistakes and

40

shyness with a percentage of (22%). Then lack of vocabulary with a percentage of (11%),

finally (10%) of students indicated inhibition as a difficulty faced when speaking.

This following chart represents these five difficulties but with students order from

the most difficult to the least. So, they are classified as the following: anxiety, shyness,

inhibition, fear of making mistakes and lack of vocabulary.

Figure 9: Students’ Difficulties

Q8: Which technique helps you to improve your oral performance?

a. Debate

b. Group work

c. Questioning

d. Simulation

e. Role play

Table 10.

Oral Performance Techniques

Frequency Percent

11%

22%

10% 32%

25%

41

Valid

a 21 52,5

b 7 17,5

c 4 10,0

d 1 2,5

e 7 17,5

Total 40 100,0

Figure 10: Oral Performance Techniques

As shown in the table, more than half (52%) of respondent answered that debate is

the technique that helps them to develop their oral performance, followed by both group

work and role play with a percentage of (17%). Then, questioning with a percentage of

(10%). (2%) of respondents answered that simulation is the technique that helps them to

enhance their oral performance.

Section three: Students’ Attitudes toward the Effectiveness of Classroom Debate

52%

19%

2%

10%

17%

42

Q9: do you prefer to study through:

a. Lecturing

b. Classroom debate

Table 11.

How Students Prefer to Study

Frequency Percent

Valid

a 12 30,0

b 28 70,0

Total 40 100,0

Figure 11: How Students Prefer to Study

70%

30%

43

Results in the table show that the majority (70%) of students prefer to study through

classroom debate. (30%) of respondents prefer to study through lecturing.

Whatever your answer is, please say why

The respondents who had chosen classroom debate provided these reasons. The

first reason is that classroom debate provides them with an appropriate atmosphere to

speak. The second reason is that through classroom debate they will interact more, and this

leads them to develop their skills, especially speaking skill. The third reason is that they

found classroom debate exciting and it motivates them to express their ideas. The

respondents who had chosen lecturing provided some reasons. The first reason is that

lecturing enables them to gain information directly in a quick manner. The second reason

is that they do not prefer to speak because they face different difficulties like anxiety.

Q10: Do you enjoy studying using classroom debate?

a. Yes

b. No

Table12.

Classroom Debate Enjoyment

Frequency Percent

Valid

yes 29 72,5

no 11 27,5

Total 40 100,0

44

Figure 12: Classroom Debate Enjoyment

Almost all the respondents (72%) said that enjoy studying using classroom debate,

whereas only eleven students (27%) claimed that they do not enjoy classroom debate.

If yes, is it because

a. You benefit more when students do most of the talk

b. You like to challenge your classmates

c. You feel motivated to defend your argument

Table 13.

The Reason of Debate Enjoyment

Frequency Percent

Valid

a 10 25,0

b 11 27,5

c 9 22,5

Total 30 75,0

Missing System 10 25,0

Total 40 100,0

27%

72%

45

Figure 13: The Reason of Debate Enjoyment

The result shows that (27%) of students said that they like to challenge their

classmates. (25%) of students stated that they benefit more when students do most of the

talk. (22%) of students said that feel motivated to defend their arguments. (25%) is for the

missing value i.e. students who answered no they do not enjoy classroom debate.

Q11. Does classroom debate pose difficulties for you to talk?

a. Yes

b. No

Table 14.

Classroom Debate Posed Difficulties

Frequency Percent

Valid

Yes 10 25,0

No 30 75,0

Total 40 100,0

25%

22% 27%

25%

46

Figure 14: Classroom debate posed difficulties

As the table shows, most of respondents (75%) claimed that classroom debate does

not pose difficulties, whereas (25%) said that it poses difficulties.

If yes, please say what the difficulties are?

Students who believed classroom debate poses difficulties argue that they are shy

students who prefer to listen rather than to speak. Students also pointed out to the idea that

they do not do classroom debate in an organized way. They argued that the format debate

activity leads some students to misbehave. So, they do not like to speak where their

classmates do not really listen to them or interrupt them every time.

Q12. When classroom debate is used in the EFL class, do you prefer to

a. Debate a topic which is already prepared at home?

b. Have time to think about the presented topic before starting debate?

c. Start debating the topic directly?

Table 15.

Debate Types Preference

75%

25%

47

Frequency Percent

Valid

a 19 47,5

b 12 30,0

c 9 22,5

Total 40 100,0

As the table shows, the majority of students (47%) prefer to debate a topic which is

already prepared at home.(30%) of students prefer to have time to think about the

presented topic before starting the debate. (22%) of students prefer to start debating the

topic directly.

Figure 15: Debate Types Preference

Q13. Which skill do you think that classroom debate develops more than the others?

a. Listening

47%

22%

30%

48

b. Speaking

c. Reading

d. Writing

Table 16.

The Skill Developed by Classroom Debate

Frequency Percent

Valid

a 9 22,5

b 25 62,5

c 2 5,0

d 4 10,0

Total 40 100,0

The result shows that (62%) of the students claimed that classroom debate develops

speaking skill. Some students had chosen the listening skill with a percentage of (22%) and

others (10%) claimed that debate develops writing. Only (5%) of students had chosen the

reading skill.

49

Figure 16: The Skill Developed by Classroom Debate

Q14. What aspects do classroom debate activities help you to better?

a. Fluency in speaking skill

b. Accuracy in speaking skill

c. Pronunciation

d. Critical thinking

e. Oral performance in general

Table 17.

Aspects Developed by Debate

22%

62%

10%

5%

50

Responses Percent of Cases

N Percent

Aspects

a 33 36,7% 100,0%

b 10 11,1% 30,3%

c 13 14,4% 39,4%

d 14 15,6% 42,4%

e 20 22,2% 60,6%

Total 90 100,0% 272,7%

a. Dichotomy group tabulated at value 1.

In this question, many students ticked more than one option. (36%) of students

indicate fluency as the first aspect developed by debate, followed by oral performance in

general with a percentage of (22%) and critical thinking with a percentage of (15%). Then,

pronunciation with a percentage of (14%), finally (11%) of students indicated accuracy in

speaking skill as the aspect developed by classroom debate.

51

Figure 17: Aspects Developed by Debate

Q15. Do you think that through debate you can have the opportunity to defend your ideas?

a. Yes

b. No

Table 18.

Defending Ideas

Frequency Percent

Valid

yes 36 90,0

no 4 10,0

Total 40 100,0

The result shows that almost all respondents (90%) stated that through debate they

can have the opportunity to defend their arguments. Only four respondents (10%) did not

think that through debate they have the opportunity to defend their arguments.

22%

14%

36%

11% 15%

52

Chart 18: Defending Ideas

Q16. Does the use of classroom debate:

a. Oblige you to talk?

b. Motivate you to talk?

c. Bother you?

Table19.

The Use of Classroom Debate

Frequency Percent

Valid

a 6 15,0

b 33 82,5

c 1 2,5

Total 40 100,0

90%

10%

53

Figure 19: The Use of Classroom Debate

Results of the table show that (82%) of students said that the use of debate

motivates them to talk. (15%) of students found that it obliges them to talk. Only (2%)

responded that the use of classroom debate bothers them.

Q17. Do classroom debate activities help you to reduce your speaking mistakes?

a. Yes

b. No

Table 20.

Mistakes' Reduction

Frequency Percent

Valid

yes 34 85,0

no 6 15,0

Total 40 100,0

2% 15%

82%

54

Figure 20: Mistakes' Reduction

As the result shows, (85%) of students confirmed that classroom debate activities

help them to reduce their speaking mistakes. Only (15%) stated that classroom debate

activities do not help them to reduce their speaking mistakes.

If yes, is it because through classroom debate:

a. You benefit from teacher’s comments

b. You benefit from peer’s

c. You benefit from your mistakes and self-correction

Table 21.

How Classroom Debate Reduce Mistakes

Frequency Percent

Valid

a 13 32,5

b 4 10,0

c 17 42,5

Total 34 85,0

Missing System 6 15,0

Total 40 100,0

85%

15%

55

The result shows that (42%) of students said that they benefit from their mistakes

and self-correction. (32%) of students stated that they benefit from teacher’s comments.

(10%) of students had chosen the second option which is they benefit from their peer’s

comments. (15%) is for the missing value i.e. students who answered no classroom debate

activities do not help them to reduce their speaking mistakes.

Figure 21: How Classroom Debate Reduce Mistakes

Q18. What role should the teacher play during classroom debate?

a. Corrector

b. Assessor

c. Guide

42%

15%

10%

32%

56

Table 22.

Teachers' Role

Frequency Percent

Valid

a 11 27,5

b 6 15,0

c 23 57,5

Total 40 100,0

As the table shows, (57%) of students prefer teacher who plays the role of guide

during debate. (27%) of students prefer the teacher to be a corrector and (15%) of students

prefer an assessor teacher.

Figure 22: Teachers' Role

Q19. Do you find classroom debate activities helpful to improve your oral performance?

a. Yes

b. No

15% 57%

27%

57

Table 23.

The Importance of Classroom Debate

Frequency Percent

Valid

yes 38 95,0

no 2 5,0

Total 40 100,0

Figure 23: The Importance of Classroom Debate

As the result shows, nearly all the respondents (95%) thought that classroom debate

activities help them to develop their oral performance. Only (5%) of the respondents

assumed that debate activities do not help them to develop their oral performance.

If yes, how much helpful are they?

a. Very helpful

b. Somewhat helpful

c. Helpful

5%

95%

58

Table 24.

How much Debate is Helpful

Frequency Percent

Valid

a 26 65,0

b 7 17,5

c 5 12,5

Total 38 95,0

Missing System 2 5,0

Total 40 100,0

The table shows that more than half of the respondents (65%) found classroom

debate very helpful. (17%) of students found it somewhat helpful. (12%) of students

indicated that classroom debate is helpful to improve oral performance. (5%) is for the

missing value i.e. students who answered no classroom debate activities do not help them

to improve their oral performance.

Figure 24: How much Debate is Helpful

12%

59

4. Discussion of the results

On the basis of students’ questionnaire analysis, it is interpreted that:

1. The chosen sample of this study reveals that the frequency of females with a

percentage of (57%) is more than males with the percentage of (42%). This

dominance of females may be because women are more interested in foreign

languages in contrast to men who may be interested in scientific branches. Both

percentages are near to each other. In this case, the study will not be influenced by

the attitudes of just one category.

2. Studying English was a personal choice of the majority of students (85%) and only

(15%) of students were obliged to study English. Hence, most of students are

interested in learning and knowing about the English. The majority of students had

chosen English for the purpose of communication, then for finding a future job.

The choice of traveling and living abroad was ticked by almost all males. In all

cases, students for sure are interested in the spoken language and to communicate

in different settings.

3. Section two was based on students’ attitude towards speaking in general and oral

performance in particular. First of all, most of students found the speaking skill

very important to master since they need it to communicate. In other words,

learning a foreign language is to speak and communicate in that language. Only

(2%) of students indicate that speaking is not important at all, they belong to the

category who was obliged to study English and they are interested more in written

language rather than the spoken one. Most of the students also prefer to be in a

classroom where they do most of the talk. This indicates that learning should be

learner-centered in order to provide students with different opportunities to practise

60

the target language in addition to encourage students to be active learners. A

learner-centered classroom will help students to interact and develop their

communicative skills.

4. Although some students seem self- motivated to learn English, teachers’ role in

the classroom plays an important factor that helps them in the learning process.

(75%) of students indicate that their teachers motivate them to speak. Motivation in

a very important factor in the learning process since without motivation students

cannot reach the highest levels of learning. A good teacher should be the one who

boosts students’ motivation. Students responded that their teachers motivate them

by using the three ways almost equally: by creating an interesting atmosphere to

speak, by providing different opportunities to speak and, by creating a kind of

challenge between students.

5. Students have different attitudes towards the difficulty of speaking in English.

Some of them found it easy but this does not mean that they are good speakers.

Most students indicate that speaking is neither easy nor difficult. This latter may

mean that they are dealing with the ease and the difficult of the spoken language.

(17%) of students answered that speaking is difficult. They are the category that

prefers the teacher do most of the talk. They face many difficulties when speaking

like shyness and inhibition. These students should overcome the difficulties by

trying to participate in the classroom.

6. Although the majority of students see speaking in English easy, they had chosen

serious difficulties that face them during speaking in EFL classes. The most

frequent difficulties are anxiety, shyness and fear of making mistakes. Teachers

should help students to overcome these difficulties since students have different

psychological problems. So, teachers with providing an appropriate atmosphere and

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various teaching activities will help students to overcome these difficulties. From

the different techniques that teachers can use, students prefer classroom debate,

group work and role play. These techniques may encourage them to interact and

express their ideas easily.

7. Section three was based on students’ attitudes towards the effectiveness of

classroom debate. The majority of students prefer to study through classroom

debate since they find it exciting and motivating to practice the language through

expressing their ideas. Some of the students had chosen lecturing since they find

classroom debate a waste of time. They argued that classroom debate activities

create many interruptions in unorganized way. Thus, teachers should be aware

about how to deal with classroom debate and they should organize it so that all

students will benefit.

8. (72%) of students enjoy classroom debate because it attracts their attention and

encourages them to interact. The majority of students think that the most developed

skill by classroom debate is speaking followed by listening then writing and

reading. This shows the strong relationship between debate and speaking abilities.

9. Most of the students answered that classroom debate does not pose difficulties for

them to talk since they found it enjoyable. (25%) of students responded “yes”

classroom debate poses difficulties due to psychological problems and other

problems like interruption and students’ misbehaviors. For types of debate, the

majority of students prefer time to prepare for debate at home. Then, students

prefer to have time to think before starting debate in order to brainstorm and

organize their ideas quickly. (22%) of students prefer to start debating directly.

They belong to the category that prefer to challenge their classmates may be this

category like to test their intelligence and their critical thinking.

62

10. Most of students had chosen fluency in speaking skill, oral performance in general,

critical thinking, pronunciation and accuracy in speaking skill as aspects developed

by classroom debate. The majority of students chose fluency in speaking skill and

oral performance in general since they think that classroom debate provides

opportunities to interact in the classroom this develop their oral performance and

their fluency in speaking. (90%) of students argue that debate gives them the

opportunity to defend their ideas and (82%) claimed that debate motivates them to

speak and to reduce their speaking mistakes. Through debate students can benefit

from their mistakes and self correction.

11. In classroom debate, the role of the teacher is very important. Most of the students

prefer their teacher to be a guide. They are the category who prefer to do most of

the talk in the classroom. Therefore, teachers should be aware about their roles in

debate classes in order not to interrupt their students.

12. Finally, most of the students found the implementation of classroom debate

activities helpful to develop their oral performance since (65%) of them argued that

it is very helpful. Classroom debate provides students with different opportunities

to speak and develop their oral performance.

63

5. Teachers’ Questionnaire

5.1. Description of the Questionnaire

The teacher’s questionnaire consists of seventeen (17) items, classified into four

sections. It includes close and open-ended questions.

Section One: Teachers’ Background Information (Q1- Q3)

Questions in section one aim at gathering personal information about the target

sample. Teachers were asked to specify their gender (Q1) and the degree they held (Q2). In

Q3 teachers were asked to state how many years they have been teaching English at

University.

Section two: teachers’ attitudes towards oral performance (Q4- Q8)

The second section was about teachers’ attitude towards oral performance, their

learners’ difficulties in the speaking skill and techniques they used to teach that skill. In

Q4, teachers were asked to tick the importance of speaking for EFL students. Then, Q5

was addressed to teachers to see how often they encourage their students to participate in

the classroom. In Q6, teachers were asked how they considered their students’ level in

speaking. In Q7 teachers were asked to tick the difficulties students face most in oral

expression. (Q8) seeks answers about which techniques teachers focus on more in teaching

speaking skill in order to develop students’ oral performance.

Section Three: Teachers’ attitudes towards classroom debate (Q9-Q16)

The third section was about teachers’ attitudes towards classroom debate. (Q9)

teachers were asked to indicate who speak most in the classroom. Then, Q10 was

addressed to see how often teachers implement classroom debate while teaching. Next in

Q11, teachers were asked about the importance of classroom debate for university students

and to justify their answers. Q12 seeks answers about which speaking aspects do teachers

focus on more while students are debating and to explain why. Q13 also seeks answers

64

about which of the speaking aspects teachers think that debate develops and to explain

their answers. In Q14, teachers were asked if classroom debate motivates students to speak

and if “yes” they were asked to tick how from a list of options. In Q15, teachers were

asked about the benefit of classroom debate. Finally, Q16 was about teachers’ attitudes

about the effectiveness of classroom debate in enhancing students’ oral performance.

Section Four: further suggestions

This section was dedicated for further suggestions. Teachers were requested to add

comments or advice that they think is helpful to the researcher.

5.2. Administration of the questionnaire

The questionnaire had been administered randomly to EFL teachers at Larbi Ben

Mhidi University, Oum El Bouaghi. The sample of the study consisted of thirty (30)

teachers. (30) Questionnaires were administered and only (26) were answered. Some

teachers answered on the spot and others gave the questionnaire back in few days.

5.3. Findings of teachers’ questionnaire

Section one: teachers’ background information

Q1. Gender

1. Male

2. Female

65

Table 25.

Teachers' Gender

Frequency Percent

Valid

male 10 38,5

female 16 61,5

Total 26 100,0

Figure 25: Teachers' Gender

From the previous chart, the frequency of males is 10 i.e. they represent 38% from

the sample. The frequency of females is 16 i.e. they represent 61% from the sample. This

result indicates that the sample chosen is heterogeneous and the gender will not affect the

research.

Q2. Which degree do you have?

a. Licence

b. Master

c. Magister

d. Doctorate

Table 26.

66

Teachers' Degree

Frequency Percent

Valid

a 3 11,5

b 8 30,8

c 12 46,2

d 3 11,5

Total 26 100,0

Figure 26: Teachers' Degree

In an attempt to seek information about the teacher’s degree held, a question was

addressed to them and the results obtained show that almost half of the participant (46%)

have Magister degree, (30%) have master degree, (11%) have doctorate and (11%) others

have licence.

Q3. How long have you been teaching English at University?

This question seeks to investigate how long teachers have been teaching at

university, their responses were as follows: fourteen teachers have been teaching from one

67

to six years, nine teachers said from seven to thirteen and three teachers from eighteen to

thirty years.

Section Two: teachers’ attitudes towards oral performance

Q4: According to you, how much important is speaking for EFL students?

a. Very important

b. Somewhat important

c. Not important at all

Table 27.

The Importance of Speaking for EFL Students

Frequency Percent

Valid

a 25 96,2

b 1 3,8

Total 26 100,0

68

Figure 27: The Importance of Speaking for EFL Students

As the result shows, (96%) of teachers claimed that speaking is very important for

EFL students. Only (3%) of teachers responded that speaking is somewhat important.

Whatever your answer is, please say why

Teachers argued that speaking is very important. Teachers’ believed that EFL

learners need the speaking skill to communicate and without speaking it is hard to engage

in a communication. Teachers also pointed out that speaking is an active skill and very

essential one that must be mastered in order to learn the target language.

Q5. How often do you encourage your students to speak in EFL classes?

a. Always

b. Often

c. Sometimes

d. Rarely

e. Never

69

Table 28.

Teachers' Encouragement to Speak in EFL Classes

Frequency Percent

Valid

a 15 57,7

b 9 34,6

c 2 7,7

Total 26 100,0

Figure 28: Teachers' Encouragement to Speak in EFL Classes

The result obtained shows that (57%) of teachers declared that they often motivate

their students’ to speak. (34%) of teachers said they always motivate their students to

speak and only (7%) responded they sometimes encourage their students to speak.

Q6. How do you consider your students’ level in English?

a. Very good

b. Good

c. Average

d. Below the average

e. Poor

70

Table 29.

The Consideration of Students' level

Frequency Percent

Valid

a 1 3,8

b 5 19,2

c 18 69,2

d 2 7,7

Total 26 100,0

Figure 29: The Consideration of Students' level

As the result of the table shows, (69%) of teachers consider their students’ level as

average. (19%) of teachers consider it good and (7%) said it is below the average. Only

(3%) responded that students’ level is very good.

Section Two: Teachers’ Attitudes towards Classroom Debate

71

Q9. Who does most of the talk in the classroom?

a. You

b. Your students

Table 30.

The Amount of Talking

Frequency Percent

Valid

a 17 65,4

b 9 34,6

Total 26 100,0

Figure 30: The Amount of Talking

According to the table, (65%) of teachers reported that they do most of the talk in

the classroom, whereas (34%) of teachers claimed that their students who do most of the

talk in the classroom. So, most of the classes are teachers-centered.

72

10. How often do you implement classroom debate while teaching?

a. Always

b. often

c. sometimes

d. rarely

e. Never

Table 31.

The Implementation of Debate while Teaching

Frequency Percent

Valid

a 5 19,2

b 12 46,2

c 8 30,8

d 1 3,8

Total 26 100,0

As the table shows, twelve (46%) of teachers often implement classroom debate

while teaching, eight teachers (30%) said that they sometimes implement debate and five

(19%) said they always implement classroom debate. Only one teacher (3%) claimed that

he/she rarely use classroom debate.

73

Figure 31: The Implementation of Debate while Teaching

Q11. How important is classroom debate for University students?

a. Very important

b. Somewhat important

c. Not important at all

Table 32.

The Importance of Classroom Debate for University Students

Frequency Percent

Valid

a 23 88,5

b 3 11,5

Total 26 100,0

74

Figure 32: The Importance of Classroom Debate for University Students

(88%) of teachers confirmed that classroom debate is very important for university

students, while (11%) responded that it is somewhat important.

Whatever your answer is, please say why

Teachers who responded that classroom debate is very important or somewhat

important for university students provide many reasons. The first reason is that classroom

debate provides students with opportunities to express themselves. Second, through debate

students develop their proficiency level of speaking. The third reason is that through debate

students learn to think critically and acquire the skill of arguing.

12. Which of these speaking aspects do you focus on more while students are debating?

a. Fluency

b. Accuracy

c. Both

d. None

75

Table 33.

The Speaking Aspects that Teachers Focus on more while Students are Debating

Frequency Percent

Valid

a 5 19,2

b 2 7,7

both 18 69,2

None 1 3,8

Total 26 100,0

Figure 33: The speaking aspects that teachers focus on more while students are

debating

(69%) of teachers claimed that they focus on both aspects (fluency and accuracy)

while students are debating.(19%) of teachers had chosen fluency and (7%) had chosen

accuracy. One teacher (3%) declared that none of these aspects he/she focusd on while

students are debating.

76

Please, explain why

Teachers who focused on both aspects i.e. fluency and accuracy while students are

debating argued that both aspects are interrelated and crucial for enhancing students’

English. In addition, a good debater should be comprehensive and accurate. Teachers who

focused on fluency argued that fluency in speaking is the aspect which is more likely to be

assessed. Fluent speakers are the ones who teachers can understand and follow them easily.

In addition, while debating, the focus is on communication not on grammar. Teachers who

focused on accuracy argued that students can talk fluently but not accurate statements. In

this case the process of learning is not accomplished.

Q13. Which of these speaking aspects do you think that debate develops?

a. Fluency

b. Accuracy

c. Both

d. None

Table 34.

The Speaking Aspects that Debate Develops

Frequency Percent

Valid

a 11 42,3

b 2 7,7

both 12 46,2

None 1 3,8

Total 26 100,0

77

Figure 34: The Speaking Aspects that Debate Develops

The result obtained shows that (46%) of teachers declared that debate develops both

fluency and accuracy. (42%) of teachers said it develops only fluency and (7%) responded

that debate develops only accuracy. One teacher (3%) declared that debate does not

develop these aspects and he/she provided other aspects.

Whatever your answer is, please explain

Teachers who said that debate develops both aspects i.e. fluency and accuracy

argued that both aspects are interrelated and when coherence is attained, fluency is there.

In addition, debate is helpful to develop both aspects of speaking. Teachers who claimed

that debate develops fluency argued that students pay attention more to fluency. In

classroom debate, students focus on expressing their opinions, giving new information, and

judging others’ arguments not on the structure of their sentences. Teachers who focused on

accuracy argued that students cannot speak if they are not sure about their sentences. So,

debate develops accuracy. The teacher who chose the third option “None” declared that

78

debate develops other aspects like richness of vocabulary, pronunciation and

argumentation skills.

14. Do you think that classroom debate motivates your students to speak?

a. Yes

b. No

Table 35.

Teachers Attitudes whether Classroom Debate Motivates Students to Speak or not

Frequency Percent

Valid

yes 24 92,3

no 2 7,7

Total 26 100,0

Figure 35: Teachers Attitudes whether Classroom Debate Motivates Students to

Speak or not

79

As the result shows, almost all teachers (92%) claimed that debate motivates their

students to speak. However, two teachers (7%) responded that classroom debate does not

motivate their students to speak.

If yes, how does classroom debate motivate students to speak?

a. By creating an interesting atmosphere for students to speak

b. By creating a kind of challenge for students to speak

c. By creating a kind of will and obligation for students to defend arguments

Table 36.

Motivation Ways

Responses

N Percent

motivation ways

a 17 38,6%

b 16 36,4%

c 11 25,0%

Total 44 100,0%

a. Dichotomy group tabulated at value 1.

In this question, many teachers ticked more than one option. (38%) of teachers

indicated creating an interesting atmosphere as the first way for motivating students to

speak, followed by creating a kind of challenge for students to speak with a percentage of

(36%). Finally, (25%) of teachers indicated that debate creates a kind of will and obligation

for students to defend their arguments. So, debate motivates their students to speak.

15. What can students benefit from classroom debate activities?

a. Develop oral performance

b. Develop the communication skill

80

c. Think critically

d. Defend their arguments

e. Respect their classmates

Table 37.

Classroom Debate Benefit

Responses

N Percent

benefit

a 20 26,3%

b 21 27,6%

c 12 15,8%

d 14 18,4%

e 9 11,8%

Total 76 100,0%

a. Dichotomy group tabulated at value 1.

According to the results, (27%) of teachers declared that through debate students

develop their communicative skills and (26%) said that debate develops students’ oral

performance. (18%) of teachers responded that through debate students learn to defend

their arguments and (15%) said that students learn to think critically. (11%) of teachers

responded that through debate students respect each other.

Q16. Do you think that classroom debate really develops students’ oral performance?

a. Yes

b. No

81

Table 38.

Teachers' Attitudes about Classroom Debate

Frequency Percent

Valid

yes 23 88,5

No 3 11,5

Total 26 100,0

Figure 36: Teachers' Attitudes about Classroom Debate

The majority of teachers (88%) claimed that classroom debate really develops

students’ oral performance. Only three teachers (11%) thought that classroom debate does

not develop students’ oral performance.

If yes, please indicate how

Teachers argued that classroom debate really develops students’ oral performance.

Classroom debate incites and motivates students to intervene and to defend their

arguments. In addition, debate develops students’ critical thinking and argumentation.

82

9. Discussion of the results

Based on the analysis of teachers’ questionnaire, some facts were revealed

concerning teachers’ attitudes towards the effectiveness of classroom debate in enhancing

students’ oral performance.

1. First of all, the sample of the study is heterogeneous. It consists of teachers from

both genders who hold different degrees and each one has some experience in

teaching English as a foreign language.

2. Teachers claimed that for EFL students speaking is important since it is a skill that

cannot be ignored. Speaking reflects how well a speaker masters the target

language. So, EFL students should focus on developing the speaking skill without

ignoring the other skills since they are interrelated. Almost all teachers considered

their students level in speaking as average and they often encourage their students

to speak in EFL classes. Teachers’ encouragement plays an important role for

helping students to speak probably, those who face psychological and other

difficulties. Teachers considered inhibition and mother tongue use as the major

difficulties students face while speaking. Therefore, using different techniques may

motivate and help students to perform without difficulties. Teachers found using

debate activities and collaborative learning as the best techniques for motivating

students to develop their oral performance. The variety of techniques provides

students with different opportunities to express their opinions. So, at least oral

expression classes should be learner-centered rather than teacher-centered.

3. More than (65%) of teachers do most of the talk in the classroom. In this case, most

of EFL classes are teacher-based ones where students do not have different

opportunities to practice the language. Teachers focus on lecturing where students

just listen and take notes from teachers’ explanation. (25%) of teachers responded

83

that their students who do most of the talk this may be because they give their

students more chances to participate and express their ideas. Thus, compared to

students’ questionnaire results where is (67%) of them prefer to do most of the talk

in the classroom, teachers should provide students with more opportunities to

speak. Classroom debate can be one of the best ways in order to motivate students

to express their thoughts and defend arguments. Although (88%) of teachers

responded that classroom debate is very important for university students, only

(46%) of them claimed that they often implement classroom debate while teaching

and just (30%) of them answered that they sometimes use it. Therefore teachers

should pay more attention to the implementation of classroom debate.

4. (69%) of teachers mentioned that they focus on both aspects (fluency and accuracy)

while students are debating. Students need to deliver their messages accurately and

fluently to be fully understood by others, and to provide meaningful utterances

when debating. Teachers also argued that they should pay attention to other

important aspects like richness of vocabulary, coherence of ideas and pronunciation

when assessing students’ oral performance. (46%) of teachers think that debate

develops both aspects but (42%) of them argue that debate develops fluency more.

They stated that when debating students do not pay attention to accuracy, they

focus just on expressing ideas.

5. In all cases, most of teachers agree that classroom debate motivates students to

speak by creating an interesting atmosphere, a kind of challenge, and a kind of

obligation for students to defend arguments. Teachers also agree that classroom

debate is beneficial for EFL students because it develops the communicative skills,

oral performance, critical thinking, and the argumentation skills. Finally, (88%) of

teachers and through their experiences think that classroom debate really develops

84

students’ oral performance since it motivates them to intervene and express their

ideas easily.

Conclusion

The results obtained from this piece of research confirm the stated hypothesis that

teachers and students have positive attitudes towards the effectiveness of classroom debate

in enhancing students’ oral performance. Classroom debate is one of the effective

pedagogical tools which, according to previous researches and the findings of this research,

contributes to language development and learning. Furthermore, based on the current

research findings in both questionnaires the implementation of classroom debate is vital in

reducing problems in speaking and improving EFL students’ oral proficiency.

85

General Conclusion

Many students are consistently suffering from different problems concerning the

speaking skill. The current investigated research sheds light on the importance of

classroom debate in improving EFL students’ oral performance. It was hypothesized that

both teachers and students would have positive attitudes towards the usefulness of

classroom debate in improving students’ oral performance, classroom debate is highly

suggested. Classroom debate activities are considered as pedagogical tool to create

opportunities for learners to practice and use their language.

Thus, the present work consists of two chapters. The first chapter is devoted to the

theoretical part and the literature review of the chosen topic. It is divided into two sections

.The first section is concerned with classroom debate and the second section with oral

performance. The second chapter is concerned with the results of both the teachers’ and the

students’ questionnaire. It deals with the analysis and the interpretation of the gathered

data.

The results obtained confirm the aforementioned hypothesis that there exist

a positive relationship between classroom debate and oral performance. The findings

presented in this research prove that the implementation of classroom debate in EFL

classes is very important in improving students’ speaking skill. The implementation of

classroom debate creates for students many opportunities to overcome their difficulties. In

addition, classroom debate incites students to intervene and to communicate in the

classroom in order to develop their communicative skills.

86

On the basis of the findings, it is interpreted that teachers should motivate their

students as much as possible. In addition, they should implement classroom debate at least

in oral expression sessions to enhance students’ oral performance. So, this research does

not focus only on investigating attitudes towards the development of oral performance but

on increasing teachers’ awareness to the importance of classroom debate.

Limitations of the study

During the investigation of teachers’ and students’ attitudes towards the

effectiveness of classroom debate in enhancing students’ oral performance, we have

encountered some limitations. The first limitation is that some teachers did not bring the

questionnaire back. The second limitation is that few students were not serious enough

when they were asked to justify questions.

Recommendations

The results obtained from this piece of research have confirmed that classroom

debate is important to improve students’ oral performance. Both teachers and students have

positive attitudes towards the effectiveness of classroom debate in enhancing students’ oral

performance. On the basis of these findings, some recommendations can be set down:

1. EFL teachers should provide students with different opportunities to practice the

target language. They should encourage students-centered classes and motivate

students to express their ideas.

2. EFL designers should integrate classroom debate in the curriculum at least in oral

expression sessions.

3. EFL teachers should implement various debate activities in order to incite students

to defend their arguments. They also should create an appropriate atmosphere for

students to speak.

87

4. Teachers should play the role of guide and not to interfere every time during the

debate process. They also should organize their students during debate.

5. EFL students should overcome the different difficulties they face while speaking.

Therefore, they should interact and participate in the classroom.

88

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Bambang, S. (2006). Teaching English as a Foreign Language. Yogyakarta : Graha Ilmu.

Branham, R. (2013). Debate and Critical Analysis: The Harmony of Conflict. Routledge.

Celce-Murcia, M. (Ed.). (2001). Teaching English as a Second or Foreign Language (3

Rd ed). Boston: Heinle Thomson

Davis, A., Wade,M., Roland,M., Zorwick, L. (2016). Using Debate in the Classroom:

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A. &Coupland, N. (Eds.) The Discourse Reader. Oxon: Routledge.

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Vygotsky, L. (1978). Mind in Society. Cambridge. MA: Harvard University Press.

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Appendices:

Appendix I: Students’ Questionnaire

Appendix II : Teachers’ Questionnaire

93

Students’ Questionnaire

This questionnaire is designed to investigate students’ attitudes towards the

effectiveness of classroom debate in enhancing students’ oral performance. I would be so

thankful if you could answer the questionnaire clearly and honestly by ticking (√) in the

right boxes or providing full and complete answers. Be sure that the information will be

used only for research purposes. Thank you for your collaboration.

Ms Choubeila Benchouder

Faculty of Letters and Languages

Department of English

Larbi Ben Mhidi University

Oum EL–Bouaghi

Key words:

1. Classroom debate is an academic activity in which two opposing individuals or groups

discuss a specific topic. Each one tries to defend his/her arguments to convince or prove

each other wrong.

2. Lecturing is a teaching method in which the role of the teacher is to explain the lesson

and students take notes.

3. Inhibition is a psychological factor that affects learners’ production of the target

language.

94

Section One: Students’ Background Information

1. Gender:

a. Male b. Female

2. Studying English was:

a- A Personal choice b- An obligation

If your answer is a:

You chose to study English for the purpose of: (You may tick more than one option)

a- Communication

b- Finding a future job

c- Traveling and living abroad

Others please specify

………………………………………………………………………………………………

………………………………………………………………………………………………

……

Section Two: Students’ Attitudes towards Oral Performance

3. How much important is speaking for you?

a- Very important

b- Somewhat Important

c- Not important at all

4. Do you prefer to be in a classroom where:

a. The teacher does most of the talk

b. Students do most of the talk

Whatever your answer is, please say why.

………………………………………………………………………………………………

………………………………………………………………………………………………

………………………………………………………………………………………………

………

5. Does your teacher motivate you to speak?

a. Yes b. No

If yes, she/ he motivates you

a. By creating an interesting atmosphere to speak

b. By providing different opportunities to speak

c. By creating a kind of challenge between students

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Others, please specify…………………………………………………………………

………………………………………………………………………………………...

6. Do you find speaking in English:

a- Very easy?

b- Easy?

c- Neither easy nor difficult?

d. Difficult?

e- Very difficult?

7. What are the difficulties that you have when speaking in EFL class?

a. Inhibition

b. Anxiety

c. Lack of vocabulary

d. Fear of making mistakes

e. Shyness

8. Which technique helps you to improve your oral performance?

a. Debate

b. Group work

c. Questioning

d. Simulation

e. Role play

Section Three: Students’ Attitudes towards the Effectiveness of Classroom Debate

9. Do you prefer to study through:

a- Lecturing?

b- Classroom debate?

Whatever your answer is, please say why

……………………………………………………

…………………………………………………………...…………………………………

……

10. Do you enjoy studying using classroom debate?

a. Yes b. No

If yes, is it because (you may tick more than one option)

a. You benefit more when students do most of the talk

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b. You like to challenge your classmates

c. You feel motivated to defend your arguments

Others please specify

………………………………………………………………………………………………

………………………………………………………………………………………………

………………………………………………………………………………………………

………

11. Does classroom debate pose difficulties for you to talk?

a. Yes b. No

If yes, please say what the difficulties are.

.………………………………………………………………………………………………

………………………………………………………………………………………………

……

12. When classroom debate is used in the EFL class, do you prefer to

a. Debate a topic which is already prepared at home?

b. Have time to think about the presented topic before starting debate?

c. Start debating the topic directly?

13. Which skill do you think that classroom debate develops more than the others?

a- Listening

b- Speaking

c- Reading

d- Writing

14. What aspect do classroom debate activities help you to better? (You may tick

more than one option)

a- Fluency in speaking skill

b- Accuracy in speaking skill

c- Pronunciation

d- Critical thinking

e- Oral performance in general

15. Do you think that through debate you can have the opportunity to defend your

ideas?

97

a. Yes b. No

16. Does the use of classroom debate:

a. Oblige you to talk?

b. Motivate you to talk?

c. Bother you?

17. Do classroom debate activities help you to reduce your speaking mistakes?

a. Yes b. No

If yes, is it because through classroom debate

a. You benefit from teacher’s comments?

b. You benefit from peer’s comments?

c. You benefit from your mistakes and self-correction?

18. What role should the teacher play during debate activities?

a. Corrector

b. Assessor

c. Guide

19. Do you find classroom debate activities helpful to improve your oral

performance?

a. Yes b. No

If yes, how much helpful are they?

a. Very helpful

b. Somewhat helpful

c. Helpful

Section Four: further suggestions

20. Please add any further suggestion or comment

………………………………………………………………………………………………

………………………………………………………………………………………………

………………………………………………………………………………………………

………………………………………………………………………………………

Thank you for your collaboration.

98

Teachers’ Questionnaire

This questionnaire is designed to investigate teachers’ attitudes towards the

effectiveness of classroom debate in enhancing students’ oral performance. I would be so

thankful if you could answer the questionnaire clearly and honestly by ticking (√) in the

right box (es) or providing full and complete answers. Be sure that the information will be

used only for research purposes. Thank you for your collaboration.

Ms Choubeila Benchouder

Faculty of Letters and Languages

Department of English

Larbi Ben Mhidi University

Oum EL–Bouaghi

Key words:

1. Classroom debate is an academic activity in which two opposing individuals or groups

discuss a specific topic. Each one tries to defend his/her arguments to convince or prove

each other wrong.

2. Inhibition is a psychological factor that affects learners’ production of the target

language.

Section One: Teachers’ Background Information

1. Gender:

a. Male b. Female

99

2. Which degree do you have?

a. Licence

b. Master

c. Magister

d. Doctorate

3. How long have you been teaching English at university?

………………………………………………………………………………………………

…

Section Two: Teachers’ Attitudes towards Oral Performance

4. According to you, how much important is speaking for EFL students?

a. Very important

b. Somewhat important

c. Not important at all

Whatever your answer is, please say why

………………………………………………………………………………………………

………………………………………………………………………………………………

………………………………………………………………………………………………

………

5. How often do you encourage your students to speak in EFL classes?

a. Always

b. Often

c. Sometimes.

d. Rarely.

e. Never

6. How do you consider your students’ level in speaking?

100

a. Very good

b. Good

c. Average

d. Below the average

e. Poor

7. According to you, which of these difficulties do students face while speaking? (You

may tick more than one option but order them)

a. Inhibition because of shyness, anxiety and stress

b. Nothing to say about the chosen topic

c. Low participation

d. Mother tongue use

Other problems (please specify)

………………………………………………………………………………………………

………………………………………………………………………………………………

………………………………………………………………………………………………

……..

8. Which of these techniques do you use to improve students’ oral performance?

a. Using debate activities

b. Using the questioning technique

c. Using collaborative learning

If others, please specify

……………………………………………………………………………………………….

………………………………………………………………………………………………

………………………………………………………………………………………………

……

Section Two: Teachers’ Attitudes towards Classroom Debate

9. Who does most of the talk in the classroom?

a. You

b. Your students

101

10. How often do you implement classroom debate while teaching?

a. Always

b. Often

c. Sometimes

d. Rarely

e. Never

11. How important is classroom debate for University students?

a. Very important

b. Somewhat important

c. Not important at all

Whatever your answer is, please say why

………………………………………………………………………………………………

………………………………………………………………………………………………

………………………………………………………………………………………………

………

12. Which of these speaking aspects do you focus on more while students are

debating?

a. Fluency

b. Accuracy

c. Both

Please, explain why

………………………………………………………………………………………………

………………………………………………………………………………………………

………………………………………………………………………………………………

…......

13. Which of these speaking aspects do you think that debate develops?

a. Fluency

b. Accuracy

c. Both

Whatever your answer is, please explain

………………………………………………………………………………………………

………………………………………………………………………………………………

102

………………………………………………………………………………………………

……...

14. Do you think that classroom debate motivates your students to speak?

a. Yes b. No

If yes, how does classroom debate motivate students to speak? (You may tick more

than one option but order them)

a. By creating an interesting atmosphere for students to speak

b. By creating a kind of challenge for students to speak

c. By creating a kind of will and obligation for students to defend arguments

15. What can students benefit from classroom debate activities? (You can tick more

than one option but order them)

a. Develop Oral performance

b. Develop the communication skills

c. Think critically

d. Defend their arguments

e. Respect their classmates

16. Do you think that classroom debate really develops students’ oral performance?

a. Yes b. No

If yes, please indicate how

………………………………………………………………………………………………

………………………………………………………………………………………………

………………………………………………………………………………………………

………………………………………………………………………………………………

…………

Section Four: Further Suggestions

103

17. Please add any further suggestion or comment

………………………………………………………………………………………………

………………………………………………………………………………………………

………………………………………………………………………………………………

………………………………………………………………………………………………

………….

Thank you for your collaboration.

104

Résumé

Bien que le discours reflète la façon dont un orateur maîtrise la langue cible, de nombreux

étudiants EFL ont des difficultés différentes concernant cette compétence. Par conséquent,

cette étude examine la relation entre le débat en classe et l'amélioration de la compétence

anglophone. La recherche étudie les attitudes des enseignants et des élèves à l'égard de

l'efficacité du débat en classe pour l'amélioration de la performance orale des élèves.

L'hypothèse adoptée dans cette étude propose que les enseignants et les étudiants ont des

attitudes positives à l'égard de l'efficacité du débat en classe pour l'amélioration de la

performance orale des élèves.

La méthode de recherche adoptée pour cette étude était descriptive puisque les données

étaient recueillies dans deux questionnaires principaux. Cette étude vise à décrire

l'importance du débat en classe dans les cours EFL. Par conséquent, un questionnaire a été

administré aux étudiants de première année master (40 etudiants), ainsi que (30) pour les

professeurs d'anglais à l'Université Larbi Ben Mhidi Oum El Bouaghi. Les résultats

obtenus ont montré que le débat en classe est une astuce pédagogique efficace pour

améliorer la performance orale des élèves. Sur la base de ces résultats, l'hypothèse

précédente a été confirmée avec certaines recommandations proposées. Les enseignants

ont été recommandés pour encourager les étudiants centrés sur les cours par le débat en

classe. Les étudiants ont été recommandés pour surmonter leurs difficultés en s'engageant

dans des activités de débat afin d'améliorer leurs performances orales.

105

ملخص

ان الكثير من الطالب الذين يدرسون إاللغة المتلقي. لالمخاطب إتقانالمحادثة تعكس مدى أنم رغ

الدراسة اتههفإن ولهذا ،لمهارةااللغة اإلنجليزية كلغة اجنبية يجدون صعوبات عدة بخصوص هذه

ن مهارة التحدث باللغة اإلنجليزية. هذا البحث يدرس يتتناول العالقة بين المناظرة داخل القسم وتحس

.رة داخل القسم في تحسين األداء الشفوي لدى الطالبوالطالب تجاه فعالية المناظ اتذةمواقف األس

بخصوص مدى فعالية المناظرة داخل إيجابيةن األساتذة والطالب لديهم مواقف أالفرضية المتبناة

الدراسة كانت اتهجل هألطالب. طريقة البحث المتبناة من القسم في تحسين األداء الشفوي لدى ا

لى إهذه الدراسة تهدف .عليها جمعت عن طريق استجوابينن المعلومات المتحصل أوصفية بحكم

40ية كلغة اجنبية و لهذا تم اجراءإيضاح أهمية المناظرة داخل القسم في فصول اللغة اإلنجليز

اللغة اإلنجليزية في جامعة العربي بن ألساتذةاستجواب 03 ماستر و كذا ىولأاستجواب لطلبة السنة

ن المناظرة داخل القسم هي أداة بيداغوجية فعالة فيأعليها تظهر أم البواقي. النتائج المتحصل مهيدي

طروحة الموضوعة سابقا و تم تأكيد األ لنتيجةا اتهتحسين األداء الشفوي لدى الطالب. اعتمادا على ه

ت المناقشة الشفوية تذة كما تم االقتراح على الطالب بتجاوز صعوبااسألعلى ا ألفكاراتم اقتراح بعض

.داءهمأعن طريق الدخول في مناظرات لتحسين