The current study aims at exploring the effectiveness of using the Structured Academic Controversy (SAC) in developing Iraqi EFL students’ speaking and listening skills. To fulfil the study goals, the researcher conducted a questionnaire as a data collection method. The questionnaire consists of 14 items and distributed to a sample of second year students in the English department, Collage of Basic Education, AL-Mustansiriya University. The outcomes of the questionnaire were analyzed using frequency percentage. The results show that almost 44.67% of Iraqi EFL students agreed that using (SAC) is an effective in improving and developing their speaking and listening skills in English. In addition to that, most of them agreed that this technique creates an interactive environment for the learning. Furthermore, when they were asked to give their evaluation for the role of also evaluated the role of Structured Academic controversy in improving speaking skills, the results of the evaluation reveals that 45.5I% of them agreed that using (SAC) enhanced their speaking skills. That’s to say, SAC has a significant effect in improving and developing students listening and speaking skills.