Debates in the EFL Classroom: A Sociocultural Approach to Language Acquisition, Emotional Resilience, and Peer Collaboration

Authors

  • Nootchanat Sukkaew English Department, School of Liberal Arts, Walailak University, 222 Thasala district, Nakhon Si Thammarat 80160, Thailand
  • Aisah Apridayani English Department, School of Liberal Arts and Center of Excellence on Women and Social Security (CEWSS), Walailak University, 222 Thasala district, Nakhon Si Thammarat 80160, Thailand
  • Wararat Whanchit English Department, School of Liberal Arts, Walailak University, 222 Thasala district, Nakhon Si Thammarat 80160, Thailand

DOI:

https://doi.org/10.15503/jecs2025.3.483.504

Keywords:

anxiety, cooperative learning, debates, English learning, Thai students

Abstract

Aim. The current study aims to investigate the dual impact of debates on cooperative learning and foreign language anxiety (FLA) among Thai EFL students.

Methods. This study employs a qualitative research design, involving eleven students from different disciplines. The students were participating in the debate club for ten weeks. Semi-structured interviews were used to collect data from the students. The collected data were analysed using thematic analysis (TA).

Results. The findings provide compelling evidence that debates are an effective pedagogical tool for enhancing cooperative learning, which includes peer support and collaborative learning, observation and participation-based learning, motivation and accountability within teams, and the development of friendships and community. Furthermore, debates have the potential to alleviate foreign language anxiety (FLA) among students, as they can reduce anxiety through peer encouragement, team dynamics acting as a buffer against anxiety, fear of comparison and intimidation, and anxiety related to language proficiency.

Conclusion. This research adds depth to our understanding of how debates impact learners by emphasising the interplay between peer support, accountability, and motivation. It also sheds light on the complex role of heterogeneous ability groups, illustrating both their potential to inspire learners and the risks of heightened anxiety.

Cognitive value. The findings of this study offer several important implications for language educators, curriculum designers, and policymakers aiming to enhance language learning through cooperative activities such as debates. It indicates the transformative potential of debates in language education, offering a roadmap for educators and researchers seeking to enhance learning outcomes in increasingly diverse and dynamic classrooms.

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Author Biographies

  • Nootchanat Sukkaew, English Department, School of Liberal Arts, Walailak University, 222 Thasala district, Nakhon Si Thammarat 80160, Thailand

    Lecturer in the English Program at the School of Liberal Arts, Walailak University, Thailand. She earned both her bachelor’s and master’s degrees in English from the School of Liberal Arts at Walailak University. Certified by the UK Professional Standards Framework (UKPSF), her academic interests center on English communication, English proficiency development, and Foreign Language Anxiety (FLA). Her recent and favorite taught courses include English Communication, Advanced English Skills, and English for Academic Purposes.

  • Aisah Apridayani, English Department, School of Liberal Arts and Center of Excellence on Women and Social Security (CEWSS), Walailak University, 222 Thasala district, Nakhon Si Thammarat 80160, Thailand

    She is an Assistant Professor of English Language in the English Department at the School of Liberal Arts, Walailak University, Thailand. She obtained a bachelor’s degree in English Education from the University of Bengkulu in Indonesia. In addition, she earned a master’s degree in Teaching English as an International Language at Prince of Songkla University, Thailand. She has been certified as a Fellow of the UK's Higher Education Academy (FHEA). Her research interests include English teaching and learning, writing, self-regulated learning, English self-efficacy, learning strategies, and teacher feedback.

  • Wararat Whanchit, English Department, School of Liberal Arts, Walailak University, 222 Thasala district, Nakhon Si Thammarat 80160, Thailand

    Lecturer in the English program, School of Liberal Arts, Walailak University. She completed her MA in Language Studies: Computing at the University of Kent, Canterbury, and earned a PhD in Theoretical and Applied Linguistics from the University of Edinburgh. With passions for languages and broad interests in linguistics and applied linguistics, she conducted her research work on EFL writing, English language teaching, learner corpora, and pragmatics. Her recent and favourite taught courses include Morphology and Syntax, Introduction to Linguistics, and Persuasive English.

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Published

2025-09-23

Issue

Vol. 16 No. 2 (2025): Journal of Education Culture and Society

Section

EXPERIENCE

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Copyright (c) 2025 Nootchanat Sukkaew, Aisah Apridayani, Wararat Whanchit

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How to Cite

Sukkaew, N. ., Apridayani, A. ., & Whanchit, W. (2025). Debates in the EFL Classroom: A Sociocultural Approach to Language Acquisition, Emotional Resilience, and Peer Collaboration. Journal of Education Culture and Society, 16(2), 483-504. https://doi.org/10.15503/jecs2025.3.483.504