Exploring Students’ Engagement in Critical Listening through Debates and Discussions

Abstract

This study explores students’ engagement in critical listening through debates and discussions in an English as a Foreign Language (EFL) context. Conducted with 17 undergraduate students at Universitas Pembinaan Masyarakat Indonesia (UPMI), the research employed a qualitative design using interviews and classroom observations to capture behavioral, emotional, and cognitive aspects of engagement. The findings indicate that debates and discussions significantly foster behavioral engagement, with 70% of students reporting increased attentiveness and active participation. Emotional engagement was also evident, as 59% of students expressed higher motivation and curiosity when topics were relevant and competitive. Moreover, cognitive engagement emerged through students’ analytical strategies, such as evaluating arguments and questioning evidence. Challenges, including limited vocabulary and speech speed, were also reported but were mitigated through scaffolding strategies, peer support, and note-taking. The study highlights the potential of debate-based activities in promoting critical listening, offering pedagogical implications for integrating interactive tasks into listening instruction. It also contributes to the growing body of literature by demonstrating how debates enhance multidimensional engagement in EFL classrooms.