How English debate is perceived by Japanese EFL teachers and students: The comparison based on the debate experience

This study investigates how Japanese EFL teachers and students perceive English debate, with a focus on differences related to debate experience. Despite the Japanese Ministry of Education's promotion of debate in the national curriculum for over three decades, its classroom implementation remains limited. Using a mixed-methods design, the research employed a questionnaire (n = 121) and follow-up interviews (n = 20) with secondary school English teachers and students. Quantitative analysis revealed that English debate was generally perceived as beneficial for language skills—especially logical speaking and critical thinking—and other competencies such as collaboration and understanding social issues. However, teachers without debate coaching experience expressed lower intuitive favourability and concerns related to cultural compatibility, student proficiency, and lack of native-speaker exposure. Qualitative findings indicated that many of these concerns could be mitigated through experience and peer exchange. The study highlights the need for clearer teaching guidelines, assessment criteria, and professional development to promote English debate as a tool for fostering both language proficiency and critical thinking skills in Japanese classrooms.