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

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.