The current paper attempts to examine the various aspects of the discussion method of teaching at university and its role in enhancing students’ linguistic and academic skills as well as its shortcomings. In Oman, research on English language teaching at universities and colleges show that a considerable number of students who move from secondary schools and join higher education institutions would confront difficulties in using the English language to meet their personal, social, academic, and career needs efficiently and appropriately. The discussion method allows establishing a rapport with students, stimulating their critical thinking and articulating ideas clearly (McKeachie & Svinicki, 2006). It is relatively acceptable among university academics who use it to promote active learning and long-term retention of information (Bonwell, 2000). It could provide students with a platform to contribute to their own learning and would offer the lecturer an opportunity to check students’ understanding of the material (Craven & Hogan, 2001). Critics argue that some problems may show up such as that several participants dominate the discussion sessions while other students may remain passive, and often, resentful (Brookfield & Perskill, 2005). The discussion could also include other signs of limitation such as that it may get off track or that only few students may dominate it during the whole session (Howard, 2015). Hence, the objectives of this research study are to identify students’ views and opinions of the use of the discussion method in teaching English as well as its strengths and weaknesses. The findings showed that majority of respondents indicated that a good opportunity to interact is provided during the discussion and that the lecturer is not the sole authority in class. The implications of this research could be reflected on students’ learning through their participation in class discussion.

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The current research deals with the perceptions of non-native students at a university college in Oman on the use of the lecture and interactive methods in teaching English. The aim is to find out the method which may assist satisfactorily in improving students’ Eng-lish language competency in terms of skills, developing their cognitive abilities and enhancing their personal growth. This study employs the quantitative approach through conducting and analyzing students’ questionnaires related to the lecture and interactive methods of teaching. The findings of this research indicate that the interactive methods are highly viewed by students while the lecture is lower. However, weak students incline to the lecture method in contrast to average, good and very good students. The implications of the use of both methods could be extended to the social side of education. Students exchange ideas, suggestions and feelings which contribute to strengthening their relationships as colleagues. They would practice expressing their thoughts freely and respecting the viewpoints of oth-ers no matter whether they agree or disagree with them. Consequently, this would have positive impacts on their lifestyle when dealing with their surrounding society and in workplaces in later stages.