Résumé:
The current study attempts to discover EFL students’ and teachers’ attitudes towards inclass debate as a tool to enhance students’ oral proficiency. To fulfill this aim, a
quantitative descriptive method was followed. Two questionnaires were designed and
administered to check whether teachers and students have positive or negative attitudes
towards the use of in-class debate as a learning strategy for ameliorating students’ oral
proficiency. The sample was composed of four teachers of oral expression from the
department of English, university of Guelma and ninety-five second year LMD students
from the same department. The results obtained indicated that both teachers and students
have positive attitudes towards the use of in-class debate and its role in developing
students’ oral proficiency. On their part, teachers have shown how effective and fruitful the
use of debates in oral classes could be; the analysis of teachers' questionnaire has
demonstrated the cognitive, psychological, and educational benefits the use of debates
brings about. Similarly, learners' answers have indicated their preference of these
techniques as it allows them to speak up their minds and take stands. Learners and teachers
support the use of debates because they allow enjoyable effective oral proficiency
progression to take place. Therefore, teachers need to put on more effort in oral classes
content and try to incorporate as much interesting elements to learners as possible.
Students also need to work hard on their linguistic skills and behavioral ones, they need to
trust themselves and act actively in classes.