Abstract
Debating contributes to language teaching and many reports on its use in education have been published. Many teachers find critiquing debates difficult and such critical discussion is considered insufficient for appropriate education. Criticism should be the final stage of the debate and encourage the learners to reflect on the activity and improve their skills. Consequentially, it should not be limited to abstract methodology and educational criticism should be considered based upon criticism that was actually given. Therefore, in this paper, critical discourses of teachers with different experiences of debates are observed and the kinds of criticism they give are clarified.
