Debate as a Tool to Enhance Motivation and Confidence in English Learning for Non-Philology Students

Khimmataliev Dustnazar Omonovich; Yusupova Shirinoy Ortiqali Qizi

doi:10.61227/jetti.v3i2.192

Authors

Khimmataliev Dustnazar Omonovich Chirchik State Pedagogical University
Yusupova Shirinoy Ortiqali Qizi Chirchik State Pedagogical University

DOI:

https://doi.org/10.61227/jetti.v3i2.192

Keywords:

debate, motivation, Al-Qur'an, Hadis, Pedoman Hidup, Kajian Keilmuan

Abstract

This conceptual study examines the theoretical framework and practical implementation of debate activities as pedagogical tools to enhance motivation and confidence levels among non-philology students learning English as a foreign language. A comprehensive theoretical analysis was conducted, drawing on established second language acquisition theories, educational psychology frameworks, and existing empirical research on debate-based language instruction. The analysis synthesized findings from Gardner's socio-educational model, Dörnyei's L2 Motivational Self System, and task-based language teaching principles. The theoretical framework demonstrates that debate activities address non-philology students' instrumental motivation by providing authentic professional communication contexts while building confidence through structured practice opportunities. The analysis reveals three primary mechanisms: relevance to academic disciplines, scaffolded communicative practice, and development of transferable professional skills. Debate activities offer a theoretically-grounded pedagogical approach that aligns with non-philology students' learning needs and motivational orientations. This conceptual analysis requires empirical validation through controlled studies measuring actual motivation and confidence gains.

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