INTRODUCTION
In today's society, the importance of freedom of speech and self-expression is increasingly recognized, making debating an essential tool for clear and effective communication in academic, professional, and everyday contexts Engaging in healthy debates helps address common disagreements, highlighting the value of debating skills for both students and professionals As such, mastering these skills is becoming crucial for success in various aspects of life.
Debating has a rich history dating back to Ancient Greece, where it played a crucial role in the philosophical and political discussions of Athenian democracy Since 1976, presidential debates have become a staple of the electoral process in the United States, garnering significant public interest Globally, numerous debating competitions take place annually, with the World Universities Debating Championship being the largest and most prestigious, first held in 1980 and recognized as one of the most important student events worldwide.
Vietnam is currently experiencing a "Golden Population Structure," characterized by a significant portion of its population in the working or training age group To enhance the skills of this abundant workforce, it is crucial to focus on soft skill training, particularly in debating skills, which fosters critical thinking and creates highly skilled workers Despite its importance, debating remains a relatively unfamiliar concept in Vietnam, often misinterpreted as mere arguing, highlighting the need for greater awareness and education on its benefits.
Becoming a skilled debater offers numerous advantages, including enhanced research, reasoning, and public speaking skills Debating equips students to tackle life's challenges by teaching them how to construct persuasive arguments, even for viewpoints they may not personally agree with Unlike a typical argument, debating emphasizes the importance of presenting a well-structured and concise case to earn support rather than merely attacking opponents.
Vietnamese tertiary education institutions are increasingly focusing on enhancing students' debating skills, with the Banking Academy leading the way Notably, it hosted the Speak Up Competition in 2020, sponsored by UN Women, which was a significant and professional debating event Additionally, many global competitions across various fields now include mandatory debate rounds, allowing participants to articulate and defend their personal beliefs and convictions.
The Foreign Language Faculty recognizes the increasing importance of debating skills for Vietnamese students, particularly those majoring in foreign languages, as these skills enhance their language proficiency To address this need, an optional "Debating Skills" course has been introduced to the curriculum This course aims to develop students' presentation, argumentation, critical thinking, teamwork, and information analysis skills, while also expanding their global knowledge and boosting their self-confidence Students are required to select three out of five optional modules, which include Report Writing, Simultaneous Interpretation, Business Correspondence, Research Methodology, and Debating Skills.
Despite the lack of extensive research on Vietnamese students' attitudes toward debating skills, their importance and benefits, particularly for English-majored students at the Banking Academy of Vietnam, are evident This prompted the researcher to conduct a study titled “A Survey on the Attitudes of English-Majored Students Towards the Debating Skills Module at Banking Academy of Vietnam.”
- Investigating the attitudes of English-majored students at BAV towards
- Identifying factors influencing English-majored students at BAV towards
The study is carried with the intention of answering the following questions:
- What are the English-majored students’ attitudes towards Debating Skills module at BAV?
- What are the factors influencing the English-majored students’ attitudes towards Debating Skills module at BAV?
This thesis equips students with essential debating skills, highlighting their significance for academic success and future career development, while encouraging appreciation and refinement of these abilities Additionally, the researcher aims to provide a variety of resources to support prospective students and researchers in exploring the topic more deeply.
This study presents findings on students' attitudes towards learning English debating skills, providing valuable insights for lecturers in the Debating Skills class It outlines students' expectations regarding their English debate education and offers practical suggestions for teachers to improve their students' debating abilities in English.
This study helps BAV understand the English-majored students’ attitudes towards debating skills, helping the school make changes in accordance with needs of English- majored students
Scope and limitations of the study
Scope of the study: The research concentrates on researching the BAV’s English- majored students who have finished the “Debating skills” course which is taught in English
The study, while thoroughly conducted and capable of addressing its research questions, has notable limitations It is restricted to the 81 students who completed the Debating Skills course, preventing broad generalizations about the attitudes of all students in the Faculty of Foreign Languages towards learning English This limitation arises from time constraints and the researcher's experience Additionally, the research solely focuses on students' attitudes towards the Debating Skills module, overlooking other important aspects related to debating skills.
Academic performance: the assessment of a student's ability in a variety of academic subjects Teachers and education officials typically assess achievement through classroom performance, graduation rates, and standardized test results
Rebuttal: the act of refuting speech by presenting a contrary contention or argument
Motion: a statement given to you prior to a debate that you must defend or refute depending on your team's position
Refutation: The effort to demonstrate the opponent's case's error or inadequacy is known as refutation.
REVIEW OF RELATED LITERATURE
Literature review
The studies involved in “students’ attitudes” or “debating” were carried out by numerous researchers around the world
A survey conducted by Tran Minh Son (2014) at the University of Social Sciences and Humanities, VNU, explored the attitudes of non-English major students towards learning speaking skills Utilizing a questionnaire and semi-structured interviews as key research instruments, the study revealed that students possess a positive attitude towards acquiring speaking skills Most participants recognize the importance of English speaking skills and show a strong willingness to learn them.
The second study relating to “students’ attitude” that the researcher has found was
In 2016, Seddi Ali presented a study titled “Attitudes and Motivation towards English Language Learning: A Case of Technical English Students at CTU - Tiaret Centre,” which investigates the motivation and attitudes of Technical English students at the Continuing Training University regarding English language acquisition The research utilized a modified version of Gardner's (2004) Attitude and Motivation Test Battery, employing a self-report questionnaire to gather data.
A study titled “EFL Students’ Attitudes towards Learning English Language: The Case of Libyan Secondary School Students” explored the attitudes of Libyan secondary school students toward learning English from behavioral, cognitive, and emotional perspectives It examined whether demographic factors such as gender, field of study, and year of study significantly influenced these attitudes Over three years, 180 participants from Basic Sciences, Life Sciences, and Social Sciences completed a questionnaire, revealing negative attitudes toward learning English across all three areas of attitude: cognitive, behavioral, and emotional.
With regards to the “debating skills” aspect, the researcher has found a study called
A study conducted by Astri (2017) at SMAN 8 Yogyakarta explored students' perceptions of debate activities in enhancing speaking skills among Eleventh Grade students at SMA Perguruan Tinggi Islam Makassar The research involved observations, questionnaires, and interviews with students from three classes Findings revealed that students held a positive view of debate exercises as an effective method for improving their speaking abilities.
In her thesis titled “The Implementation of Debate Technique to Improve Students’ Ability in Speaking,” Farisha Andi Baso investigates the impact of debate on students' speaking skills The study focused on Eleventh Grade students at SMA Perguruan Tinggi Islam Makassar, utilizing a pre-experimental design with pre-test and post-test comparisons A purposive sampling method was employed to select one class for the research The instruments used included a speaking test and audio recordings The findings indicated that the debate technique significantly enhanced the students' accuracy and fluency in speaking.
A significant study titled “How to Improve Debating Skills for Third-Year English Majors at Haiphong Management and Technology University” by Ngô Thị Hồng Nhung (2020) investigates the challenges faced by third-year English majors in developing their debating skills and the factors that affect these abilities Utilizing both qualitative and quantitative research methods, the study reveals that while most students recognize the importance of debating skills, they encounter issues such as inadequate topic-related vocabulary, pronunciation difficulties, limited in-class practice time, insufficient basic skills, and psychological barriers.
In summary, this research centered on the attitudes of English-majored students at the Banking Academy of Vietnam towards the Debating skills module Unlike previous studies, it had distinct objectives and a unique context, focusing specifically on students who had completed the Debating course.
Theoretical and Conceptual framework
2.2.1 Overview of attitudes a Definition of attitudes
Researchers in psychology and education explore various interpretations of attitude, highlighting its complexity (Alhmali, 2007) Attitude is shaped by an individual's beliefs regarding the outcomes of a behavior, known as behavioral beliefs, and how these outcomes are evaluated A person who strongly believes that positive results will arise from a behavior tends to have a positive attitude toward it, while someone who believes that negative results will occur is likely to develop a negative attitude (Glanz et al., 2008).
Attitudes significantly influence how individuals behave towards objects, situations, and others, as they are closely linked with feelings and actions This interplay affects the relationships among these elements, highlighting the importance of understanding attitudes in shaping behavior (Joseph, 2013).
Gardner (1985) also emphasizes that attitude is an evaluative response to a referent or attitude entity inferred from the individual's views or opinions about the referent
“Attitude is thus linked to a person’s values and beliefs and promotes or discourages the choices made in all realms of activity, whether academic or informal.” Wenden
In 1991, a comprehensive analysis of the attitude principle was presented, building on Gardner's assertions The term "attitude" was segmented into three interconnected components: cognitive, affective, and behavioral The cognitive aspect encompasses beliefs, emotions, and viewpoints regarding the attitude's object The affective aspect pertains to an individual's feelings towards an entity, independent of their preference Lastly, the behavioral aspect reflects a person's inclination to engage in particular learning behaviors, highlighting the significant roles attitudes play in the learning process.
Attitudes play a crucial role in academic success, as they are intertwined with the learning process (Reid, 2003) Key characteristics that contribute to effective studying include a positive attitude, strong motivation, and a genuine interest in the subject matter (Dalgety et al., 2003).
Research by Veresova and Mala (2016) highlights that students' attitudes toward individual subjects significantly impact their success A positive attitude not only indicates the subject's popularity but also correlates with a student's motivation to engage with the subject matter and the satisfaction derived from their efforts.
Students' positive attitudes toward learning significantly enhance their efforts in mastering a subject (Kara, 2010) Learning is primarily an individual endeavor, making attitudes—whether positive or negative—crucial for academic progress Therefore, understanding the impact of attitudes on language learning is essential for fostering effective educational experiences.
Attitude plays a crucial role in language performance, as highlighted by Shahrzad (2016) Success in acquiring a target language is influenced not just by intellectual ability, but also by learners' attitudes toward the learning process Therefore, language learning should be viewed primarily as a social and psychological experience rather than merely an academic endeavor.
Language learning encompasses psychological and social dimensions, heavily influenced by learners' motivation and attitudes towards the target language (Padwick, 2010) According to Gardner and Lambert (1972), students' success in mastering a second language relies not only on their cognitive abilities and language skills but also on their attitudes and perceptions regarding the language being learned.
2.2.2 Overview of debate a Definition of debate
Debate is an engaging exchange of ideas that showcases two opposing viewpoints, allowing participants to present arguments for and against a specific proposition This format not only encourages students to articulate their thoughts but also empowers them to justify their perspectives effectively.
Debating, as highlighted by Quinn (2005), offers individuals the opportunity to connect with new people and explore diverse ideas It encourages students to articulate their perspectives and persuade an audience, fostering essential communication skills Furthermore, the interactive nature of debate enhances students' public speaking abilities, ultimately contributing to their confidence and engagement in discussions.
Debate is a communicative interaction that facilitates the exchange of diverse perspectives and the development of strong critical arguments It offers students the chance to enhance their vocabulary by engaging deeply with topics and articulating their viewpoints effectively Additionally, students must express their ideas clearly and grammatically Different formats of debate further enrich this educational experience.
Debate formats vary widely, but they typically share common features, including a proposition side advocating for a resolution and an opposing side arguing against it A neutral judge, whether an individual or a panel, evaluates the arguments presented by both sides to determine which is more persuasive Among the most widely used debate formats globally are the British Parliamentary and Karl-Popper formats.
The British Parliamentary debate format is unique as it features four teams instead of the traditional two This format outlines the roles of each team and specifies the sequence and duration of the speeches that comprise the debate The teams are categorized as the "First Proposition" and "Second Proposition," among others, contributing to a dynamic and structured debate environment.
In a debate, there are four teams: the "Proposition" teams, which support the motion, and the "First Opposition" and "Second Opposition" teams, which oppose it Each team is represented by two speakers, each delivering a seven-minute speech The motion is presented in the format "This House ", such as "This House would ban zoos" or "This House believes that university education should be free." Each speaker is assigned a unique title, as outlined in the debate format chart.
According to Trapp (et al., n.d), this table below shows the responsibilities of the speakers in the British Parliamentary debate format
Table 2.1: Responsibilities of speakers in British Parliamentary debate format
1 st speaker for 1 st proposition:
Defining and interpreting the motion Developing the case for the proposition
1 st speaker for 1 st opposition:
Accepting the definition of the motion Refuting the case of the 1 st proposition
Constructing one or more arguments against the Prime Minister’s interpretation of the motion
2 nd speaker for 1 st proposition:
Refuting the case of the 1 st opposition Rebuilds the case of the 1 st proposition May add new arguments to the case of the 1 st proposition
Deputy Leader of Opposition 2 nd speaker for 1 st opposition:
Continuing refutation of case of 1 st proposition Rebuilding arguments of the 1 st opposition
May add new arguments to the case of the 1 st opposition
1 st speaker for 2 nd proposition:
Defending the general direction and case of the
1 st proposition Continuing refutation of 1 st opposition team
Developing a new argument that is different from but consistent with the case of the 1 st proposition (sometimes called an extension)
1 st speaker for 2 nd opposition:
Defending the general direction taken by the 1 st opposition
Continuing general refutation of 1 st proposition case
Providing more specific refutation of 2 nd opposition
2 nd speaker for 2 nd proposition:
In summarizing the debate from the perspective of the proposition, both teams effectively defended their stance, emphasizing the importance of their arguments The second proposition, in particular, highlighted key points that reinforced the overall case, showcasing the benefits and necessity of their position By addressing counterarguments and providing compelling evidence, they strengthened the proposition's credibility and relevance, ultimately advocating for a favorable resolution.
2 nd speaker for 2 nd opposition:
RESEARCH METHODOLOGY
Locale of the study
The Debating Skills module at the Faculty of Languages, Banking Academy of Vietnam, is one of five optional courses for English-majored students, comprising 16 in-class lessons Designed to enhance students' presentation, argumentation, critical thinking, collaboration, and information analysis skills, the course also aims to broaden their global knowledge and boost self-confidence Through tailored materials and activities, students gain a solid understanding of debate fundamentals and structure, while also improving their research and problem-solving abilities by exploring various perspectives This study, conducted during the second semester of the 2020-2021 academic year, investigates the attitudes of English-majored students towards the Debating Skills module, focusing exclusively on those who have completed the course.
Research design
This study employed a mixed-methods approach, integrating both qualitative and quantitative techniques Initially, the researcher conducted a thorough review of existing literature on students' attitudes toward learning and studies related to debating skills.
The thesis aims to identify English-major students' attitudes towards the Debating Skill module and the factors influencing these attitudes A survey was conducted utilizing a modified set of questionnaires inspired by Trần Minh Sơn's 2014 study on students' attitudes towards learning speaking skills at the University of Social Sciences and Humanities, VNU.
Data gathering procedure
The researcher connected with eligible students for the survey by joining private Facebook groups dedicated to annual classes and invited them to participate through a Google Form.
Population and Sample description
The research was carried out at the Chua Boc branch of the Banking Academy, a leading tertiary education institution in Vietnam, specifically focusing on the Faculty of Foreign Languages, established in 2008 Over the past four years, this faculty has enrolled approximately 150 students each year The survey targeted students from the Foreign Languages program who had completed the optional curriculum.
The "Debating Skills" course is available to sophomores, juniors, and seniors, and its accessibility depends on student enrollment, as it is optional Typically, there are 2 to 4 classes offered each academic year, with class sizes ranging from 20 to 40 students.
The researcher received 97 responses in total for the survey, with 81 valid and 16 invalid responses The table below summaries the fundamental anthropological information of participants
Table 3.1: Fundamental anthropological information of participants
Research instrument
Questionnaires are a widely utilized tool in survey research, known for their cost-effectiveness and ability to provide standardized questions for data collection from participants (McMillan and Schumacher).
A questionnaire is a structured set of questions designed for research participants to answer, and it is essential for it to be accurate, reliable, and clear Typically, questionnaires include two main types of questions: closed questions, which provide predefined options for respondents to choose from, and open questions, which give respondents the freedom to express their thoughts in their own words.
Statistical treatment
After gathering data from the questionnaire, the researcher utilized Microsoft Excel for analysis and discussion Invalid responses were filtered out, and the remaining data was statistically summarized, presented through data visualization formats including pie charts, bar graphs, and tables.
Reliability and validity
Two experts, including a supervisor and a teacher from the Faculty of Foreign Languages at the Banking Academy of Vietnam, independently evaluated the clarity and suitability of the questionnaire Their feedback was considered, leading to an agreement on the questionnaire's reliability and validity for the research objectives The final version included rephrased, clarified, or eliminated unclear questions and items to enhance overall clarity.
A pilot test involving five students—a sophomore, two juniors, and two seniors—was conducted to gather feedback on the clarity and simplicity of the questionnaire items Participants were not required to complete the questionnaire during this process The researcher incorporated their comments and suggestions to make necessary adjustments.
FINDINGS AND DISCUSSION
Findings
4.1.1 The BAV’s English- majored students’ attitudes towards Debating Skills module
Category 1: Attitudes towards the Debating Skills lessons at Faculty of Foreign Languages
Figure 4.1: Students’ general attitude towards the Debating Skills lessons at Faculty of Foreign languages s
A survey on Debating Skills lessons revealed that 26% of respondents found the lessons "very interesting," while 41% considered them "interesting." Additionally, 28% remained neutral, and only 5% thought the lessons were "less interesting," with no participants rating them as "not interesting at all." This indicates that over half of the respondents hold a positive view of the lessons.
Table 4.1 : Student’s attitudes towards the necessary of Debating Skills course
Strongly agree Agree Neutral Disagree Strongly disagree
Debating Skills should be made a compulsory subject for all students in
A recent survey of 25 English-major students at BAV revealed strong support for making the Debating Skills module compulsory Specifically, 31% of respondents agreed with the proposal, while 28% strongly agreed Additionally, 24% maintained a neutral stance, whereas only 16% disagreed, and just one student strongly opposed the suggestion.
Category 2: Attitudes towards the lecturers of Debating Skills module in Faculty of Foreign Languages
Table 4.2: Students’ attitudes towards the helpfulness of lecturers of Debating Skills module
Strongly agree Agree Neutral Disagree Strongly disagree
My teacher is helpful during the
The survey results regarding the helpfulness of lecturers in the Debating Skills lessons show a predominantly positive response from students Only 1% of students strongly disagreed with the statements, while 5% expressed disagreement In contrast, 27% of students strongly agreed and 51% agreed that their teachers were helpful These findings suggest that the lecturers delivering the Debating Skills lessons for Foreign Languages students are well-qualified, demonstrating their commitment by paying adequate attention to students and addressing their questions during class.
Figure 4.2: Students’ comprehension during Debating Skills lessons
In a recent survey regarding lesson comprehension, 60% of respondents reported complete understanding of the lecturers' material, while 36% indicated partial comprehension This results in a total of 96% of participants achieving either partial or complete understanding, with only 4% admitting to barely grasping the content presented by the lecturers.
Yes, I understand everything the teacher says.
Yes, I understand partly everything the teacher says.
No, I barely understand anything the teacher says.
Category 3: Attitudes of the students during the Debating Skills lessons
Table 4.3: Students' degrees of unwillingness to debate in English in Debating Skills class
Statement Strongly agree Agree Neutral Disagree Strongly disagree
I feel unwilling to debate in
English in front of other students
The data reveals that 10% of students strongly agree they are unwilling to debate in English in front of peers, while 21% agree with this sentiment Additionally, 35% of respondents feel neutral about engaging in English debates with other students.
23 people chose “disagree” when presented the question Only 5 respondents picked
“strongly disagree”, in other words, only 6% were utterly willing to debate others in English in front of friends
In Debating Skills lessons, students exhibit various behaviors that impact their learning experience Key actions include listening to the lecturer and taking notes, actively contributing constructive ideas, and occasionally disengaging by working on private tasks When presented with a debate topic or question, students typically express themselves in English, Vietnamese, or a combination of both languages.
The survey results indicate that 48% of participants consistently listened to the lecturer and took notes, while 44% actively contributed constructive ideas during class However, a notable 30% engaged in private activities, such as chatting with classmates or using their phones, instead of participating in class Regarding language use, only 11% of respondents reported speaking exclusively in Vietnamese, whereas 41% indicated they usually spoke in English, and 33% confirmed they utilized a mix of languages during discussions.
60% a b c d e f used both English and Vietnamese if they were given a debate topic to discuss or asked a question
In the Debating Skills class, students engage in a variety of activities that enhance their learning experience They start with warming up through physical activities and voice practice, followed by vocabulary and reading exercises related to lesson topics Role-playing allows them to explore different perspectives on issues, while "what if" scenarios encourage creative problem-solving through pair and group interviews Additionally, students watch and analyze videos to gain insights, and they participate in mock debates by recording their discussions in pairs.
The graphs indicate that the most popular activities in the Debating Skills class were roleplay and answering "what if" questions, which garnered 60% and 57% of participant responses, respectively Conversely, less favored activities included physical warm-ups, voice practice, vocabulary exercises, and reading exercises, each accounting for 40% of responses The least enjoyed activity was the mocking debate, involving pair recordings, which received only 38% of the responses.
Category 4: Attitudes of students towards practicing debating skills
Figure 4.5: Student’s frequency of debating skills practice after school
A recent study reveals that a significant number of students do not regularly practice their debating skills after school Only 10% of participants reported practicing "always," while 20% said "usually." The majority, comprising 44%, indicated they "sometimes" engage in after-school debate practice, and 26% confessed they never practice at all.
Figure 4.6: Students’ expectation about the benefits of debating skills learning
Students recognize that debating skills can significantly enhance their critical thinking, analytical abilities, research skills, and public speaking capabilities According to the Excel output, over 60% of participants agree that these benefits positively influence their attitudes towards the Debating Skills course.
A survey revealed that 57% of students believe that debating skills significantly enhance their English speaking abilities Additionally, 44% of participants noted improvements in structuring their thoughts, while another 44% reported a boost in self-confidence Furthermore, 38% of respondents acknowledged that debating contributes to better note-taking skills.
Others Increase my self-confidence.
Help me structure my thoughts better.
Help me acquire better speech delivery, and public speaking skills.
Enhance my note-taking skills.
Enhance my analytical, research skills.
Improve my critical thinking skills.
Improve my English speaking skills
4.1.2 The factors influencing the BAV’s English-majored students’ attitudes towards Debating Skills module
Category 1: Students’ attitudes towards the debating skills
Figure 4.7: Students’ general attitudes towards the debating skills
The students' perceptions of the Debating Skills module reflect a generally positive attitude towards the importance of debating skills According to the data, 52% of the 81 valid respondents rated these skills as "important," while 25% considered them "very important." Additionally, 16% of respondents expressed neutrality, with only 6 individuals deeming the skills "less important." Notably, no respondents categorized debating skills as "unimportant," highlighting a strong overall appreciation for their value.
7% very important important neutral less important unimportant
Table 4.4: Students’ expectations about debating skills for future careers
Strongly agree Agree Neutral Disagree Strongly disagree
I think debating skills would be beneficial to my future career
A survey revealed that 33 out of 81 students strongly believe that debating skills are advantageous for their future careers, highlighting the positive perception of these skills Additionally, 26 students also expressed agreement, underscoring the overall value placed on debating abilities in professional development.
A survey revealed that 59 out of 81 respondents, or 73%, expressed a positive view on the importance of debating skills for their future careers, with 32% agreeing and 41% strongly agreeing Only 5% of the students disagreed, and none selected "strongly disagree." Additionally, 18 respondents remained neutral, indicating a general consensus on the value of debating skills in professional development.
Category 2: Students’ purposes of studying debating skills at Faculty of Foreign languages in BAV
Figure 4.8: The reasons why students registered for Debating Skills module (the motivation)
Discussion
The optional Debating Skills module has seen limited enrollment, with most students not compelled to register unless other modules were unavailable or full However, a significant number chose to enroll voluntarily to enhance their debating skills for participation in competitions, both within the university and externally Events like the U-Xpress competition organized by the Faculty of Foreign Languages and the Speak Up competition in BAV serve as valuable opportunities for students to develop their debating techniques.
A significant discovery from the study revealed that most students who completed the Debating Skills module believe it should be mandatory for all students in the Faculty of Foreign Languages This consensus highlights the students' recognition of the importance of debating skills and the advantages they derived from participating in the course.
The Debating Skills lesson garnered largely positive feedback from attending students, with many expressing that the classes were engaging and enjoyable However, a minority of students voiced their dissatisfaction, stating that certain aspects of the lectures did not capture their interest.
Students in the Faculty of Foreign Languages possess varying levels of English proficiency, ranging from pre-intermediate to advanced, which influences their listening and speaking skills This diverse background affects their comprehension during Debating Skills lessons, as while most students grasp the teacher's instructions, over one-third only partially understand the material A small number of students struggle significantly, likely due to inadequate listening skills, limited vocabulary related to debate topics, or lack of focus during class Additionally, external factors such as classroom noise and the teacher's speaking speed may further hinder students' understanding.
Overall, the teachers who conducted the Debating Skills lessons received positive feedback from students, indicating their effectiveness in providing instruction and guidance This suggests that the educators successfully fulfilled their roles, as their teaching methods and knowledge of debate topics were adequate to support student learning.
The Debating Skills module, designed for English-majored students, is conducted in English; however, some students resort to using Vietnamese during class This behavior may stem from insufficient English speaking proficiency and a lack of preparation for their speeches, prompting them to incorporate Vietnamese phrases into their discussions.
During the Debating Skills lesson, nearly one-third of students expressed reluctance to debate in English in front of their peers, suggesting a lack of confidence, introversion, or insufficient preparation on the debate topics This group may fear making mistakes or being ridiculed Conversely, another third of the participants demonstrated enthusiasm and a willingness to engage, reflecting their active and energetic nature, as they were eager to express and defend their viewpoints.
In the Debate Skills classroom, the researcher observed that many students engaged in unrelated activities, such as conversing with peers and using their phones, rather than focusing on the lecture Less than 50% of students actively listened, took notes, or contributed constructive ideas, indicating a concerning trend This lack of engagement may stem from students losing focus quickly, feeling too shy to participate, or lacking ideas to share.
In a recent study on student preferences in debating skills classes, it was found that students favored engaging activities such as roleplay and answering "what if" or "weird questions," which received the highest support Conversely, activities like physical warm-ups, voice practice, vocabulary exercises, and video analysis garnered less interest The least favored activity was mock debates recorded in pairs, likely due to the stress and discomfort many students experience when being recorded.
Research indicates that over half of students do not engage in practicing their debating skills outside of school This surprising statistic may stem from a lack of opportunities to refine their abilities, an absence of peers to debate with, or a general disinterest in debating beyond the classroom setting.
The study revealed that students' attitudes towards the Debating Skills module were significantly influenced by their proficiency in English speaking and listening Those who excelled in speaking English demonstrated greater confidence in contributing constructive ideas during class discussions and debates.
Listening skills are essential for students as they enhance their understanding of the teacher's instructions in the classroom and enable them to effectively engage with opposing arguments during debates.
CONCLUSION AND RECOMMENDATION
Summary of findings
This thesis aimed to assess English-majored students' attitudes towards the Debating Skills module at the Banking Academy of Vietnam The analysis of questionnaire data revealed that most participants held positive views about debating skills, their instructors, and the course content Students recognized the benefits and necessity of these skills, with a significant majority advocating for the module to be mandatory for all faculty students However, the findings also highlighted issues such as lack of concentration in class, minimal practice outside of school, and reluctance to debate publicly, indicating a passive approach to developing debating skills The study identified students' preferences for classroom activities, such as role-playing and solving extreme situations, which could inform teachers' instructional strategies Additionally, it was found that English speaking and listening abilities significantly influenced students' attitudes towards the Debating Skills module, whereas limited opportunities for post-school practice had a lesser effect.
Conclusion
This study aimed to explore students' attitudes and the factors influencing these attitudes towards the Debating Skills module at BAV It highlighted the importance of this subject for English majors and analyzed questionnaire responses to understand students' expectations, motivations for enrolling, classroom behaviors, and preferences for in-class activities The findings are intended to improve the quality of teaching and learning in the Debating Skills course by providing valuable insights for both teachers and students, enabling educators to adapt their teaching methods to enhance course effectiveness.
Recommendation 39 REFERENCES APPENDICES
A recent study revealed that many students struggle to fully comprehend their teachers' English explanations, highlighting the need for more detailed clarification of complex terms based on class levels Additionally, students showed a keen interest in roleplaying and collaborative group work to solve challenging scenarios, making these activities beneficial However, expanding vocabulary related to lesson topics remains crucial, despite students' lack of enthusiasm for this task, suggesting that educators should enhance this aspect Moreover, the survey indicated that many students are hesitant to participate in class debates, emphasizing the importance of creating a supportive environment where students feel comfortable expressing their opinions.
Research indicates that most students do not practice debating skills outside the classroom, highlighting the need for teachers to motivate them to engage in regular training This encouragement aims to transform debating skills into long-term competencies rather than mere temporary knowledge for achieving good grades.
To enhance argument formation and comprehension in English debates, students should prioritize improving their listening and speaking skills Expanding their vocabulary related to the debate topics is essential to prevent misunderstandings of opponents' speeches Additionally, watching debates on platforms like YouTube can help students refine their debating skills by observing how politicians, academics, and peers articulate their arguments and engage with others.
Engaging with programs like "Question Time" on BBC or "The Debaters" on VTV7 allows students to observe effective debating techniques Actively participating in lectures and classroom activities enhances their understanding of the material Additionally, students should dedicate time outside of school to refine their debate skills by joining a debate club or practicing critical thinking independently Consistent practice is essential for mastering debate techniques, building confidence, and reducing classroom anxiety, ultimately transforming them into more proficient debaters.
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Questionnaire on The attitudes of English-majored students towards Debating Skills Module at Banking Academy of Vietnam
Phạm Trúc Quỳnh, a senior at the Banking Academy of Vietnam's Faculty of Foreign Languages, is conducting a thesis that surveys English-major students' attitudes towards the Debating Skills Module.
We kindly request your participation in a brief survey, ensuring that your responses are voluntary and will remain entirely confidential As a token of appreciation, you will receive a small gift upon completing the survey.
If you have any questions, please feel free to contact me via my email address: phamtrucquynh1702@gmail.com
You are a … : a freshman b sophomore c third- year student d senior
You … Debating skills module at Faculty of Foreign languages a haven’t studied b are studying c have finished
How do you evaluate your English level? a Pre-intermediate b Intermediate c Upper Intermediate d Pre-advanced e Advanced
1 In your opinion, debating skills are … a very important b important c not very important d unimportant
2 I registered for Debating Skills module because … (you can choose more than one option) a I cannot register for other modules b I want to develop my debating skills c I want to be confident to take part in debate competition inside and outside my university d Others : ………
3 How do you feel about the Debating Skills lessons at faculty of foreign languages a Very interesting b Interesting c Neutral d Not really interesting e Not interesting at all
4 I feel unwilling to debate in English in front of other students a Always b Usually c Sometimes d Never
5 Your teacher is helpful during the debating skills lessons a Strongly agree b Agree c Neutral d Disagree e Strongly disagree
6 When your lecturer explains the instruction in English in Debating Skills lessons, do you understand them and how well do you understand? a Yes, I understand everything the teacher says b Yes, I understand partly everything the teacher says c No, I barely understand anything the teacher says
7 Which activities do you enjoy in the Debating Skills lessons (you can choose more than one option) a warming up with physical activities and voice practice b doing vocabulary exercises, reading exercises relating to the topics of the lessons c roleplay - play the roles of different people to look at issues from different perspectives d answering "what if" - "weird questions" - giving the answer/solutions to extreme question/situation or by interviewing each other, working in pairs/ groups e watching and analyzing videos f doing mocking debate by recording debating in pair g Others: ………
8 What do you usually do during the Debating Skills classes a I listen to the teacher and take notes b I actively give constructive ideas c Do not participate in class activities, do private things d When given a debate topic or ask a question, I usually speak in English e When given a debate topic or ask a question, I usually speak in Vietnamese f When given a debate topic or ask a question, I usually speak in both English and Vietnamese g Others: ………
9 Which of the following factors can influence your attitudes towards learning Debating skills? (you can circle more than one choice) a My English speaking ability b My English listening ability c Teachers’ teaching methods d Being afraid of making mistakes and being laughed at when speaking e Not knowing what to say because of the lack of knowledge of debating topics f Not having many chances to practice debating after school
10 How often you practice debating skills outside of the classroom? a Always b Usually c Sometimes d Never
11 In your opinion what are the benefits of debating skills (you can choose more than one options) a I think debating skills improve my English speaking skills b I think Debating skills improve my critical thinking skills c I think debating skills enhance my analytical, research skills d I think debating skills enhance my note-taking skills e I think debating skills help me acquire better speech delivery, and public speaking skills f I think debating skills Help me structure my thoughts better g I think debating skills increase my self-confidence
12 I think Debating skills should be made a compulsory subject for all students in Faculty of Foreign language a Strongly agree b Agree c Neutral d Disagree e Strongly disagree
13 I think debating skills would be beneficial to my future career a Strongly agree b Agree c Neutral d Disagree e Strongly disagree.