DEBATE MOTIVATION AT THE TERTIARY LEVEL - AN INTEGRATED APPROACH

Abstract

This review investigates the role of debate-based learning as a pedagogical approach to
enhancing student motivation in tertiary education, with particular attention to ESL/EFL contexts.
Drawing on Self-Determination Theory and Dörnyei’s L2 Motivational Self System, the paper explores
how well-structured debate activities can support learners’ autonomy, competence, and relatedness while
fostering engagement and critical thinking. Through an examination of previous empirical studies, the
review highlights the cognitive, motivational, and social benefits of debate in higher education classrooms.
In addition, the paper discusses key pedagogical conditions influencing debate motivation, including
instructional design, feedback practices, classroom climate, and technology integration. The findings
suggest that when debate is systematically embedded into the curriculum and aligned with motivational
principles, it can serve as an effective tool for promoting sustained learner motivation and meaningful
participation in academic learning