The Impact of Debate Based Instruction on the Development of Critical Thinking Skills among Moroccan EFL Learners

Abstract

In the Moroccan baccalaureate context, fostering learners’ critical thinking and active engagement remains a significant pedagogical challenge. Although classroom debates offer opportunities for argumentation, perspective-taking, and reflective learning, their integration into instructional practice remains limited. This study examines the role of debate-based instruction in enhancing critical thinking and student engagement, while also exploring teachers’ preparedness to implement this approach. A mixed-methods design was employed, combining surveys of 140 students and 220 teachers with semi-structured interviews involving 10 educators. Findings indicate that 54.5% of students perceived debates as enhancing their engagement, while 66.7% reported that they broadened their understanding of diverse perspectives. However, implementation is constrained by limited teacher preparedness: 60% of teachers reported unfamiliarity with debate techniques, and 87.5% had received no formal training. Time constraints and curricular rigidity further hindered integration. The findings highlight the need for targeted professional development and greater curricular flexibility to facilitate the effective use of debate as a pedagogical tool for promoting critical thinking and meaningful learner engagement in Moroccan classrooms.