Think, Speak, Challenge: Debate as a Catalyst for Critical Thinking in EFL Classroom

Abstract

This study investigates the impact of debate-based learning on the development of critical thinking, argumentative skills, student engagement, and metacognitive growth among university students in an English as a Foreign Language (EFL) context. Motivated by the increasing demand for higher-order thinking skills in global education, this research addresses the gap in empirical studies integrating structured debate into English language instruction in class of Debate class in Universitas Muhammadiyah Semarang. Employing a descriptive qualitative method, the study involved 35 intermediate-level EFL students enrolled in a debate class at a Universitas Muhammadiyah Semarang. Participants were selected through purposive sampling, ensuring they had prior experience with basic argumentation tasks and were willing to engage in structured debate activities. Data were collected using a structured questionnaire covering aspects of argumentation, engagement, reflective thinking, and learning autonomy. Descriptive statistical analysis was used to interpret the results. The findings indicate that debate activities significantly enhanced students’ argumentative abilities, with 78% showing improvement in logical argument structure and 73% in evidence-based reasoning. Engagement levels were also high, with 82% reporting active behavioral participation and 75% expressing emotional motivation. In terms of metacognitive growth, 74% of students reported improved self-evaluation, while 71% became more aware of their own thinking processes. Additionally, debate encouraged reflective revision of ideas and transfer of critical thinking strategies across learning contexts. These results suggest that debate is a powerful pedagogical tool to foster active learning, critical reflection, and learner autonomy in EFL classrooms. The study contributes to the current literature by providing empirical support for integrating debate as a method to enhance both linguistic and cognitive dimensions of language education. Further research is recommended to explore longitudinal effects and implementation across disciplines.

Keywords: Keyword; keyword; keyword; keyword; keyword.