A comparative study on the effects of discussions and debate in developing speaking confidence in learners of english.

Abstract

Oral communication in English presents a challenge for many students due to a lack of language practice and a lack of awareness of strategies that maximize their oral expression skills. This research aims to compare students’ communicative performance and confidence levels during oral activities in English, specifically through discussions and debates used as teaching strategies. A mixed-methods approach was employed, integrating interviews and observation checklists. The sample consisted of 65 students and two English teachers, selected through non-probability sampling, from a university located in the city of Chone. Qualitative data were analyzed thematically, while quantitative data were processed using the SPSS statistical software. The results presented similar levels of oral communicative performance in debates (M = 4.34) and discussions (M = 4.33). Neither discussion nor debate showed significant differences in their effectiveness in developing students’ confidence in oral production. Discussions are also considered a way for teachers to foster a trusting environment where the sole objective is oral interaction, unlike debates, which require students to have a significant command of the language to support coherent ideas. This research aims to provide updated data that will permit teachers to identify when it is necessary to apply each strategy in order to improve students’ communicative competence.