Using a mixed-methods approach that includes online questionnaires with undergraduate students who have engaged in both learning courses, debating events, and observations from publicati
INTRODUCTION
Background of the Study
Debate is essential for developing critical thinking, public speaking, and persuasive communication skills, making it a vital part of undergraduate education Engaging in debate fosters competencies that benefit academic, personal, and professional growth However, various demotivating factors can hinder undergraduate students from participating actively in debates This research paper aims to explore these factors and uncover the reasons behind students' reluctance to engage in debate, particularly in educational settings for English as a Foreign Language (EFL).
Debate serves as an essential process for human inquiry and advocacy, enabling individuals to reach reasoned conclusions about various claims (Freeley & Steinberg, 2009) By engaging in debates, students take on the responsibility of understanding course content, fostering active learning in the classroom and shifting from passive to active participants in their education (Snider & Schnurer, 2002) Effective learning occurs when students actively engage with material through debate, application, and critical thinking, leading to deeper comprehension (Bonwell & Eison, 1991) This active engagement not only enhances understanding but also promotes empathy and open-mindedness toward differing perspectives (Petty & Cacioppo, 1986).
Firmansyah (2019) emphasizes that debating is an effective method to enhance curiosity, investigation, reading, listening, speaking, collaboration, and teamwork, ultimately fostering critical thinking and problem-solving skills among undergraduate students He argues that debate serves as an exceptional exercise for language learners, as it involves diverse verbal and cognitive activities Additionally, he highlights that the art of persuading and influencing an audience through debate is one of the most prevalent forms of interactive, persuasive reasoning.
Scope of the Study
Undergraduate students often hesitate to participate in debate activities, despite the numerous benefits these experiences offer, highlighting the need to investigate the underlying reasons for this reluctance This study aims to examine the challenges associated with acquiring debate skills, as previous research has identified various factors influencing student motivation in educational contexts, particularly within English language learning environments The same challenges affecting students at the Faculty of Foreign Languages, Banking Academy, will also be analyzed and discussed.
EFL students recognize their limitations, which influences both teaching methods and learning strategies This study aims to explore the connection between students' motivation to engage in activities and their participation in debate activities, drawing parallels to language acquisition.
Significance of the Study
This study investigates what demotivates EFL undergraduates at the Banking Academy of Vietnam from engaging in debate, aiming to enhance both teaching and learning
This research emphasizes the significance of identifying demotivating factors in debate classrooms for EFL undergraduates By understanding these challenges, educators can enhance their teaching strategies to better align with student needs and mitigate adverse effects Addressing specific obstacles enables instructors to offer targeted support, thereby boosting student engagement and improving learning outcomes Furthermore, recognizing these factors helps teachers cultivate a classroom environment that encourages participation and fosters positive educational experiences.
Understanding the factors that demotivate students is crucial for enhancing their engagement and academic performance in debate activities By fostering self-awareness and implementing effective strategies, we can significantly improve students' debating experiences Additionally, leveraging these insights promotes increased participation in debates, ultimately boosting their confidence in public speaking in English.
Objectives of the Study
The goal is to identify critical personal and environmental factors influencing students' learning in debate classes This includes evaluating psychological and emotional barriers, as well as the classroom contexts that EFL students may find challenging to their educational experience.
The second objective is to recommend effective strategies for educators at the Banking Academy of Vietnam to foster a more supportive and motivating learning environment These strategies aim to tackle the demotivating factors identified in the research findings.
Research Questions
This research employs both qualitative and quantitative methods to collect data through interviews, surveys, and observations of undergraduate students enrolled in a debate course The theoretical framework is based on motivational identity-related theories in second language (L2) learning, including Dornyei and Ushioda's L2 self-system model (2011), Norton's investment concept (2001), and Kramsch's linguistic identity construction theory (2009).
While much literature on teaching debating skills emphasizes strategies for motivating students, motivation alone does not fully address the challenges undergraduates face in learning debate within a structured curriculum Therefore, it is essential to investigate the impact of demotivating factors This study aims to explore these issues through specific research questions.
1 What are the personal demotivating factors and external factors that mostly and least influence students to get motivated to engage in the learning process of acquiring debating skills?
2 How do students' debate learning processes relate to external influences such as peers or instructors?
3 What are the difficulties of students at the Banking Academy of Vietnam in debating?
4 What possible strategies could be used to deal with the factors that were demotivating?
Identifying the challenges faced by students at the Banking Academy of Vietnam is essential for developing effective interventions and recommendations By incorporating real student experiences, this research enhances theoretical discussions and adds significant value to the thesis This approach not only provides practical relevance to the findings but also ensures that the results can be utilized to improve educational outcomes for students.
This research highlights effective strategies for enhancing engagement and achievement in undergraduate debate education for English majors at the Banking Academy of Vietnam Understanding barriers to learning is crucial for creating a supportive environment that proactively addresses factors that may diminish motivation.
Overview
Chapter 1 introduces an investigation into the demotivating factors affecting undergraduates at the Banking Academy of Vietnam in their engagement with English as a Foreign Language (EFL) debate activities It outlines the study's core objectives and hypotheses, aiming to dissect the complexities of demotivation This foundational section raises key questions that the research seeks to address, setting the stage for a deeper understanding of the issues at hand.
Chapter 2 of the Literature Review examines existing studies to uncover the factors that discourage undergraduate students from participating in debate It highlights critical issues within the educational system and the impact of teaching methods on student motivation and classroom experiences This section specifically focuses on prior research related to English debate learning among undergraduates at institutions similar to the Banking Academy of Vietnam Additionally, it outlines the primary questions that this dissertation aims to address.
Chapter 3 of the Methodology outlines a comprehensive approach that integrates both quantitative and qualitative research methods This involved distributing online questionnaires to undergraduate students and analyzing constructive findings from existing articles and theses The dual approach is designed to offer an in-depth understanding of the factors that discourage BA students from engaging in debate activities and developing essential debate skills.
Chapter 4 section gathers data to indicate numeric numbers that reveal common themes of demotivational factors The tables showing data collection will be presented in this section The Discussion following each listed category analyzes these findings, comparing them with prior research to measure whether these issues are unique to Banking Academy of Vietnam undergraduates The section also considers how these findings might influence teaching methods and curriculum development, acknowledges the study’s limitations, and explores alternatives for unexpected results Finally, the section summarizes the answers to previously emerged questions in the Introduction
Chapter 5 recaps the research It shows the importance of understanding what hinders
This article examines the participation of BA students in debate activities, highlighting key findings and evaluating the effectiveness of the research methods employed It offers recommendations for enhancing educational practices and suggests directions for future research Additionally, the article outlines the limitations encountered during the study.
LITERATURE REVIEW
Theoretical and Conceptual Framework
2.1.1 Definition of Debate and Debating Skills
Debate is a structured form of argumentative dialogue that serves as a dynamic pedagogic tool across various disciplines Originating from ancient educational traditions, it enhances critical and analytical reasoning while fostering effective communication skills In contemporary education, debate is valued for its ability to stimulate critical thinking, engage students actively in their learning process, and allow them to apply knowledge in complex, real-world scenarios.
The pedagogical value of debate emphasizes the development of critical thinking skills, as debaters must evaluate arguments with sharp judgment and discern the true strengths and weaknesses of various positions This ability is crucial not only in academic settings but also in professional decision-making, where complex problem-solving is often necessary Additionally, effective debates demand strong communication skills, further enhancing participants' overall competencies.
Effective interpersonal communication is crucial across various fields, as presenting persuasive ideas can significantly influence the audience (Darby, 2007).
Research skills are essential for effective debate preparation, as they enable participants to conduct in-depth investigations and gather supportive evidence By honing their ability to evaluate the credibility of sources, learners can apply information more effectively, leading to a comprehensive and investigative approach to learning and information collection.
Debate enhances empathy and open-mindedness by encouraging participants to appreciate diverse perspectives, which fosters a deeper understanding and respect for differing viewpoints (Darby, 2007).
Consistent debating hones analytical skills by enabling quick information processing and strategic responses to opponents, which is essential in fast-paced professional environments It fosters teamwork as participants must collaborate effectively to plan and execute their arguments Regular debate participation also boosts confidence and public speaking abilities, equipping individuals to handle high-pressure situations—crucial traits for leadership and roles involving public exposure Moreover, debates provide a practical application of psychological theories, enhancing understanding of cognitive and behavior dynamics in competitive settings, thus empowering debaters to strategically apply these principles during discussions.
Debate is a vital educational strategy that equips students with essential life skills, enhancing their academic and professional pursuits while fostering active citizenship in a democracy By developing cognitive and social abilities, debate significantly improves educational outcomes and prepares students to tackle real-life challenges effectively (Darby, 2007; Burgos, 2007).
Effective debate requires a systematic approach that improves critical thinking, hones communication skills, and deepens understanding of the topic According to Austin J Freeley and David L Steinberg in "Argumentation and Debate: Critical Thinking for Reasoned Decision Making," the debating process consists of several key steps that guide participants in articulating their arguments effectively.
To effectively prepare for a debate, it is essential to conduct thorough research, gathering relevant facts, statistics, and evidence that support your position while anticipating counterarguments from the opposition A comprehensive understanding of the topic not only strengthens your defense but also enhances your strategic offense during the debate (Freeley & Steinberg, 2014).
Debaters must clearly define the topic of the debate and establish specific criteria for judging the arguments presented This includes articulating the resolution or main question that the debate seeks to address, ensuring that all participants' arguments align within a unified framework (Freeley & Steinberg, 2014).
Structuring a compelling argument is essential in debate, comprising an introduction that presents the main thesis, a body that includes credible evidence, and a conclusion that summarizes the key points Each section should connect seamlessly, maintaining a logical flow throughout The use of relevant and credible evidence is crucial, necessitating careful sourcing and accurate citation to enhance the argument's legitimacy Additionally, effective refutation plays a vital role as the debate unfolds (Freeley & Steinberg, 2014).
Effective debate requires participants to attentively listen to others' arguments and prepare logical refutations supported by evidence The delivery of these arguments significantly influences audience reception, necessitating clarity in speech, appropriate tone, and engaging body language to capture listeners' attention A strong delivery not only enhances the persuasiveness of the argument but also conveys the debater's confidence in their position (Freeley & Steinberg, 2014).
Closing arguments serve as the final chance for debaters to encapsulate their key points and reinforce their stance This summary not only highlights the most compelling arguments presented throughout the debate but also clarifies their significance in supporting the debater's position.
After a debate concludes, participants typically participate in self-assessment or receive peer feedback, which evaluates the strengths and weaknesses of their cases, the effectiveness of their delivery, and the persuasiveness of their arguments According to Freeley and Steinberg (2007), these assessment steps are crucial for thoroughly addressing all aspects of the debate, from preparation to conclusion.
This dissertation explores a popular debating format utilized in school debates in Hong Kong and among undergraduates at the Banking Academy of Vietnam It highlights how this structured debating style enhances learning and skill development for students at the Banking Academy.
Previous Studies
Research demonstrates that debate effectively enhances critical thinking and public speaking skills Gardner and Lambert (1972) suggested that language learners' attitudes towards the target language community significantly influence their desire to learn Gardner (1985) defined second language motivation as the effort and satisfaction derived from learning, emphasizing the importance of motivational intensity, desire, and attitudes A key aspect of Gardner's theory is the integrative motive, which reflects the motivation to learn a language due to positive feelings towards its speakers This hypothesis is explored in Gardner's socio-educational model and an expanded motivation model, both indicating that learners' attitudes towards the language community are crucial for their success in language acquisition.
In 2001, Norton emphasized the significance of her hypothesis, suggesting that students engage in activities they perceive as beneficial, which also align with their self-concept and future goals Building on this in 2002, Snider and Schnurer further articulated that student engagement is influenced by their beliefs regarding the value of these activities.
Memorizing vocabulary in a foreign language enhances both vocabulary and expression According to Ryan and Deci (2000), intrinsic and extrinsic motivations play a crucial role in education, significantly impacting students' learning outcomes and overall academic experiences.
Understanding motivation in learning, especially in developing debating skills, is essential for educators and researchers Identifying what inspires students allows for the optimization of research, curricula, and instructional methods (Deci & Ryan, 2000) Lessons should be tailored to align with students' interests (Harter, 1981), while also recognizing factors that lead to demotivation Addressing demotivation can significantly improve student performance (Urdan and Schoenfelder, 2006) For instance, Moiinvaziri & Razmjoo (2014) highlight that learning foreign languages, particularly English, can be challenging even in high motivation contexts.
A significant factor contributing to inner demotivation in students is a lack of confidence, which has been linked to lower academic engagement and achievement Studies indicate that higher self-esteem fosters academic self-efficacy, enhancing student involvement in learning and improving study outcomes (Zhao et al., 2021) When students possess greater self-assurance, they are more inclined to tackle complex tasks, persist through challenges, and invest extra effort, resulting in more effective learning (Druckman & Bjork, 1994) Conversely, low confidence can lead to fear of failure, reduced effort, and avoidance of difficult tasks Many students experience anxiety during public speaking (McCroskey, 1977), and those who are shy may shy away from debates due to their fear of speaking in front of others Additionally, competitive debates can further discourage students lacking confidence in their debating abilities (Bandura, 1997).
Cultural factors play a crucial role in language learning, as highlighted by Kramsch (2009), who emphasizes that understanding social and cultural contexts is essential for enhancing student engagement Jenkins (2009) further notes that the diverse uses of English can impact students' willingness to participate in discussions, particularly if they perceive their language variations as stigmatized.
External demotivating factors, such as peer pressure, can significantly affect students' motivation levels, with unfriendly confrontations and competitive peers often leading to feelings of intimidation and reluctance to participate in activities (Cao et al., 2022) Research indicates that teacher involvement is crucial in enhancing student motivation, commitment, and interest, especially in ESL lessons (Hospel & Galand, 2016; Zhang & Yang, 2021) For example, the Dental Hygiene faculty at Old Dominion University incorporates debates into their curriculum to improve students' knowledge and comfort with the authorization process, fostering deep learning through collaborative argumentation (Darby, 2007; Snider & Schnurer, 2002) Kikuchi (2015) emphasizes that student motivation in debate settings is influenced by the classroom environment and pedagogical approach, while studies by Moiinvaziri & Razmjoo (2014) and Ghadirzadeh et al (2012) highlight that motivational challenges are largely shaped by environmental and interpersonal factors Additionally, Dornyei & Ushioda (2011) explored how cultural and interpersonal dynamics affect motivational issues among Iranian EFL students, and Kramsch (2009) argued that societal attitudes within the learning environment can exacerbate feelings of inadequacy among learners.
In 2024, researchers highlighted that technology's impact on learning motivation can be either positive or negative, contingent upon the design and functionality of the tools used Their comprehensive literature review examined studies spanning over twenty years, emphasizing the role of technology integration in language education.
This study addresses the underexplored issue of demotivating factors in debate education, particularly for EFL students at the Banking Academy of Vietnam By investigating both internal and external demotivation factors, the research aims to identify necessary changes in educational practices to enhance learning outcomes in debate-focused EFL contexts The findings contribute valuable insights to the fields of educational psychology and debate education, offering a broader understanding of motivational and demotivational attributes in this area.
METHODOLOGY
Introduction
This chapter outlines the research methodology, detailing the research method and approach, as well as the data collection tools employed It also describes the target population and research sample, the overall research process, and the data analysis techniques utilized Additionally, the chapter addresses ethical considerations and acknowledges the limitations inherent in the research.
Research Method
The mixed-method approach combines qualitative and quantitative techniques to gain insights into students' experiences and perceptions of debate Utilizing open-ended questionnaires, the qualitative aspect captures the nuances of students' feelings towards specific situations This method is particularly effective for analyzing small sample sizes, as it focuses on subjective data that is not easily quantifiable (Johnson, 1961) By integrating knowledge and experience, researchers can identify key research problems more effectively (Johnson, 1961).
The quantitative approach emphasizes numerical data measurement, enabling researchers to efficiently collect large sample data through surveys, questionnaires, or specialized equipment This method supports hypothesis testing and maintains objectivity in research (Kothari, 1984) Statistical tools are then employed to analyze the data, revealing general trends and patterns.
The integration of qualitative and quantitative methods provides a comprehensive understanding of the research problem, capturing the rich perspectives of participants while also ensuring statistical validation By leveraging the strengths of both approaches, this mixed-method design facilitates an in-depth exploration of the factors that demotivate students from participating in debates, ultimately leading to a clearer understanding of the research objectives.
Research Approach
This study employed both secondary and primary research methods, beginning with a systematic literature review using Google Scholar and academic journals to explore "demotivating factors in debates" and "EFL students." The relevance of the retrieved articles was assessed to identify knowledge gaps, which guided the primary research An online survey was selected as the most effective data collection tool for EFL undergraduates at the Banking Academy of Vietnam The survey included 28 questions/statements, utilizing a five-point Likert scale to gather responses related to debates, demotivating factors, and the role of technology in the learning process.
Over a ten-day period, data were collected and analyzed using SPSS27 to ensure reliability and accuracy The theoretical foundation is supported by secondary research, which also provides context for the primary research Insights gained from this secondary research will guide the development of survey questions and aid in interpreting the primary data This integrated approach not only grounds the research in existing knowledge but also contributes new insights to the field By combining these methodologies, the study aims to conduct a thorough analysis of the demotivating factors affecting EFL undergraduates in a debate setting.
Data Design and Tools
To achieve the research objectives, a mixed data collection approach was employed, utilizing a systematic literature review framework for qualitative research This method enabled researchers to efficiently collect, filter, and identify relevant articles for data analysis, ensuring the selection of pertinent studies while minimizing the inclusion of irrelevant sources By adopting a systematic literature review, the reliability and trustworthiness of the research outcomes were significantly enhanced.
An online survey was developed for quantitative research to gather data from BA students, comprising 28 questions that included both adapted and original items Questions 17 to 26 were adapted from the studies of Moiinvaziri and Razmjoo (2010), focusing on internal and external demotivation factors, while questions 3 to 16 were custom-designed to explore engagement and personal relevance in debate activities Each question targeted specific aspects of student experiences and perceptions, aligning with the study's goal of understanding demotivation in debate settings The survey employed a 5-point Likert scale, complemented by various measurements tailored to different student groups.
Online surveys are an efficient and cost-effective method for researchers, enabling the collection of responses from a large population for analysis (John Peter, 1971) Utilizing questionnaires in online surveys enhances data reliability (Kish, 1965) This study employed three tools: Microsoft Excel 365 for filtering and encoding data, and SPSS for measuring reliability and analyzing results Reliability, in this context, refers to the consistency and stability of the measured items (Neuman, 2021) The thesis applies Cronbach's Coefficient Alpha to assess the appropriateness of each item and the reliability of the scales used.
According to recommendations from 2017, a Cronbach's alpha index of 0.70 or higher is ideal, although values as low as 0.63 are deemed acceptable for practical applications In this study, Cronbach's Alpha was calculated using SPSS27 for various sections of the questionnaire, revealing satisfactory reliability across all constructs: Frequency of Debate Engagement (0.762), Personal Perceptions (0.760), Internal Demotivation Factors (0.809), and Environmental Demotivation Factors (0.764) These findings affirm that the scales employed effectively capture the intended variables.
In order to address the study's questions, a questionnaire was developed, drawing on insights from the Self-Determination Theory (SDT) and the L2 Motivational System as outlined in the Literature Review and previous research This questionnaire focuses on two key components: intrinsic and extrinsic motivation factors.
An overview of previous studies on factors influencing student academic engagement supports the justification for dividing these factors into two distinct categories This section of the questionnaire was specifically designed to explore these elements in detail.
Part I collected background information of participants, including 2 questions related to Gender and the Current Academic Year As the Debating course is an elective at the Banking Academy of Vietnam, the academic year part will only include students from the 2nd to 4th year
Part II gathered information about the frequency of students' engagement in Debating in class, including 5 questions Two addressed collaboration with peers to obtain information on whether they actively joined groups when attending class One refers to time management before the debate
Part III included 19 questions related to internal and external demotivation factors A few questions related to students' attitudes towards external factors were not entirely separate from either internal or external factors, so they were grouped here into personal relevance For each statement, participants were asked to express their opinion on a 5 Likert scale ranging from strongly disagree to strongly agree The eight continuing questions are divided into 2 subclasses: personal and environmental influences Questions 17 to 21 about the impact of listed demotivated factors and questions 22 to 26 about the impact of external factors were also constructed similarly on a 5-point Likert scale These eight questions focus on the level of concern, so the
5 measurement options are as follows: Very unconcerned; Unconcerned; Neutral; Concerned; Very concerned
Part IV of the study included two open-ended questions that examined students' attitudes towards the use of technology in debate practice and their suggestions for enhancing the debating experience Understanding these attitudes is crucial, as they can significantly affect students' motivation and engagement in the learning process The insights gathered highlight the impact of technological tools on student motivation, emphasizing their importance in contemporary educational environments.
Technology encompasses a wide range of applications, making it impractical to restrict it to specific categories By allowing hypothetical questions, respondents can express their general perceptions of using technology in Debating through free-text answers However, these qualitative responses are excluded from SPSS’s Dataset, as they cannot be easily converted into numeric codes and fall outside the primary capabilities of SPSS.
Section Description Items Number of
II Frequency of students' participation in
Concern level of personal factors 17-21 5 17,86%
Concern level of environmental factors 22-26 5 17,86%
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Population and Research Sample
This research focuses on two main components, with the first part dedicated to selecting secondary data sources published since 2014 that explore the demotivating factors affecting learning debates among various groups, including Banking Academic students, learners from other fields, and potential MBA or PhD candidates By utilizing specific keywords such as "demotivating factors for learning," "learning debates," "students," and "learners," the researchers aim to streamline their search process The qualitative research will encompass a total of 100 relevant articles identified through these targeted keywords.
The quantitative research will involve a survey of 250 easily accessible BA students, all of whom have taken debating as an elective course, ensuring a uniform background that enhances data relevance This sample size balances statistical robustness with manageability An online questionnaire consisting of 28 questions will be used to identify the demotivating factors affecting students' learning in the debate process.
Research Procedure
An online survey will be conducted using Google Forms from April 10th to April 20th, allowing students to participate without registration or obligations Participants can freely submit their responses and withdraw them at any time without any consequences Once the survey period concludes, the collected data will be emailed to the researchers for analysis using the SPSS27 model.
From April 1st to April 20th, the researcher will conduct a systematic literature review by searching for relevant keywords on Google Scholar and the library This process will involve selecting the most suitable articles for analysis, comparison, and evaluation in the Literature Review and Discussion sections.
Data Analysis
Content analysis was utilized to assess and quantify the collected data This method aimed to organize the information into distinct themes and sub-themes, facilitating effective comparison and evaluation by the researchers (Miller).
Content analysis is an effective qualitative research method that enables researchers to compare findings from previous journal articles, thereby meeting their research objectives This approach allows for the identification of key differences in case studies involving Bank Academic students, particularly in understanding the demotivating factors impacting learning outcomes in debates Additionally, content analysis is a cost-effective data analysis technique that is accessible to both BA and MBA students for their research or dissertations Researchers gather data from journals, publications, and credible sources to facilitate thorough analysis and comparison.
The study employed descriptive data analysis to evaluate the statistical data gathered from an online survey, providing a robust framework for presenting objective facts and summaries (Sekaran, 2000) This method allows for quick and effective data analysis using the SPSS27 model, ensuring the reliability and accuracy of research outcomes (John Peter, 1971) Statistical measures were utilized across all sections of the study, focusing on response means and standard deviations derived from the variables.
The mean scores were interpreted using the approach of equal width: the class interval It was calculated as follows:
Class interval = (maximum value - minimum value) / (number of levels) = (5 - 1) / 5
This indicates that the Likert scale used in the above study maintained a consistent step size of 0.8 units among the corresponding adjacent scales
The mean scores for levels of agreement can be classified into five categories: strongly disagree (1.00 - 1.80), disagree (1.81 - 2.60), neutral (2.61 - 3.40), agree (3.41 - 4.20), and strongly agree (4.21 - 5.00) To effectively illustrate patterns and trends, stacked bar charts or diagrams can be utilized.
Ethical Consideration
This study may encounter sensitive ethical concerns, particularly regarding plagiarism, reliability, and the generalizability of its findings due to its systematic literature review approach (Sadhu & Amarjit).
1990) Therefore, this research would provide a clear and trustworthy list of references to ensure that all sources taken to this research would referred to
Researchers must ensure that all survey participants are willing and comfortable to participate, with personal information collected only with their consent (Sadhu & Amarjit, 1990) Upon completion of the research, all data will be deleted and not shared with any third parties Additionally, data will be securely stored in password-protected files to maintain privacy.
RESULTS AND DISCUSSIONS
Demographic Results
Frequency Percent Valid Percent Cumulative
Table 4.1: Respondents’ distribution by gender and Year of Study
Table 4.1 illustrates the gender distribution of respondents from the Banking Academy of Vietnam, with a total of 250 participants Among them, 60% were female, accounting for 150 individuals, while male respondents comprised 40%, totaling 100 individuals.
In a recent survey at the Banking Academy of Vietnam, juniors represent a dominant 88.8% of respondents, totaling 222 individuals, primarily due to their preference for Debating as an elective subject Sophomores make up 7.6% with 19 respondents, while seniors are the least represented group at just 3.6%, totaling 9 participants This data highlights a significant focus on junior students, offering a junior-centric perspective in the responses collected.
Frequency of Debate Engagement
4.2.1 Descriptive Results of Debate Engagement
Table 4.2 illustrates student participation in debate-related activities at the Banking Academy of Vietnam, highlighting both the frequency of involvement and the challenges faced by students.
A survey of students regarding their participation in debate activities revealed a moderate level of engagement, with an average score of 3.00 on the scale The standard deviation of 1.374 indicates a range of responses, highlighting the diversity in participation levels among students.
The frequency of participation in group study sessions for debate has an average score of 3.12 and a standard deviation of 1.329, indicating a consistent engagement in collaborative learning that can enhance their debate preparation.
Question 5 further investigated the extent of their preparatory efforts before and after debate sessions There, the mean score of 3.27, with a standard deviation of 1.295, revealed denoting a consistent practice regimen that leaned towards often on the Likert scale, perhaps reflecting the kind of preparation that had been put in
In addressing time management for debate preparation, respondents expressed significant concern, evidenced by a mean score of 3.49, the highest among all questions, and a standard deviation of 1.312 This elevated mean score indicates that many students experience anxiety when it comes to effectively managing their time for preparing for debates.
Question 7 asked the participants to report feelings of discouragement following performance in debates The results indicated that the mean of 2.88, with a standard deviation of 1.401 This suggested feelings of discouragement post-performance were not more common, though present, to hint at resiliency among students
The analysis of the Frequency of Debate Engagement reveals that students face significant challenges in participating in debate activities, with a mean score of 3.49 indicating that time management is a critical barrier to engagement This finding is consistent with previous research highlighting the impact of time constraints on extracurricular involvement (Macan et al., 1990) Additionally, the study points to potential structural issues within academic programs that may hinder student participation (Appleton et al., 2008) Furthermore, it supports Zajacova et al (2005), who underscored the role of self-efficacy in fostering academic engagement.
Contrary to previous research indicating a negative correlation between stress and academic engagement (Thakre & Reddy, 2024), our study found that stress did not significantly hinder student participation in debate This finding suggests that the supportive learning environment at the Banking Academy may alleviate stress, thereby enhancing students' involvement in debate activities.
The intricate relationship between self-efficacy, stress, and student engagement in academic debates underscores the importance of enhancing self-efficacy levels Improved self-efficacy serves as a key strategy for boosting student engagement, as students tend to perform better when actively participating in debate activities with their peers.
To enhance student engagement at the Banking Academy of Vietnam, it is essential to implement academic strategies aimed at increasing self-efficacy in debate This can be achieved through targeted training sessions that focus on developing skills in public speaking and argumentation.
The study underscores the significance of self-efficacy in educational engagement, aligning with existing literature, while also revealing that the Banking Academy's environment may mitigate the usual adverse effects of stress.
Internal and External Factors in Debating
4.3.1.1 Descriptive Results of Personal Perceptions
Table 4.5 displays the means and standard deviations of personal perceptions regarding debating The motivation to learn debate for future career prospects yielded a mean score of 2.95 and a standard deviation of 1.475, indicating a neutral response Language barriers, identified as a significant obstacle to effective debate participation, received a mean score of 2.93 and a standard deviation of 1.484 Additionally, the relevance of debate topics to individual interests and fields of study also scored a mean of 2.95, with a standard deviation of 1.446.
The study revealed a mean score of 2.82 and a standard deviation of 1.421 for debate activities, indicating a slightly lower level of competition and stress, generally falling within a neutral range In contrast, the dimension concerning fear of negative judgment from peers had a mean score of 3.61 and a standard deviation of 1.352, suggesting that participants significantly agreed with concerns about being judged negatively.
Instructors' constructive feedback was rated with a mean score of 3.43, indicating a general consensus that these comments are beneficial Additionally, the impartiality of instructors' availability for discussions related to the debates was reflected in a mean score of 2.85, with a standard deviation of 1.453.
The impact of interaction with instructors on students' interest in debate activities yielded a neutral mean score of 3.00, with a standard deviation of 1.441 Additionally, the pressure to excel against peers in debate competitions also reflected a neutral stance, with a mean of 3.05 and a standard deviation of 1.447.
Table 4.6 supplements these with the percentage distribution of responses across the Likert scale “Strongly disagree” ranges between 10.8% and 25.6% across the items
The levels of agreement and neutrality regarding personal perceptions about debating show notable variation, with "Disagree" ranging from 12.4% to 21.2%, "Neutral" at 15.2%, "Agree" between 15.2% and 26.4%, and "Strongly agree" from 16.8% High levels of agreement were particularly evident for the statements regarding concerns about negative judgment from peers and the helpfulness of instructor feedback.
Undergraduates perceive debating through two key lenses: the value of instructor feedback and anxieties about peer judgment The study indicates that students find instructor feedback on debate performance to be supportive, with a mean score of 3.43 (SD = 1.322), highlighting its positive influence on their learning experience This is consistent with Kikuchi's (2015) research, which emphasizes the importance of constructive feedback in enhancing students' self-efficacy and motivation in language learning Conversely, students express notable concern over negative peer judgment during debates, reflected in a mean score of 3.61 (SD = 1.352) This apprehension aligns with the findings of Dornyei, Ryan, and Deci (2001) regarding the impact of social influences in educational contexts Moreover, peer evaluation can heighten anxiety and diminish students' willingness to engage in debates, a concern echoed by Alavinia & Sehat (2012).
Factors like the perceived importance of debate for future careers, language barriers, the relevance of debate topics to personal interests, and the competitiveness of debate activities were met with neutrality, indicating they do not significantly motivate or demotivate students This neutrality may stem from the diverse personal experiences and expectations students hold regarding debating activities As noted by El Majidi, de Graaff, and Janssen (2015), the subjective nature of educational experiences can account for this varied response among students.
The relationship between instructor approachability and student interaction significantly impacts students' interest in debate activities, emphasizing the intricate dynamics of the instructor-student connection in fostering learning motivation (Khan, Samad, & Ullah Khan).
2021) The delicate balance required to ensure instructors are authoritative yet approachable is a nuanced aspect of educational dynamics that may not always translate directly into motivation for all students
The perception of excessive pressure to excel in debate competitions, reflected in a mean score of 3.05 (SD = 1.447), shows a moderate level of concern among participants This aligns with earlier studies by Deci and Ryan (1985), which indicate that competitive settings can either enhance or diminish motivation, influenced by the personal characteristics of each student.
These insights emphasize the importance of developing educational strategies that balance the supportive nature of feedback with the potential stressors associated with peer evaluation and competition, ultimately fostering a motivating and harmonious learning environment for EFL students engaged in debate.
4.3.2 Concern level of Internal Demotivation Factors
4.3.2.1 Descriptive Results of Concern Level of Internal Factors
Participants responded to statements regarding personal factors that may demotivate them from learning debating skills, using a 5-point Likert scale from “Very unconcerned” to “Very concerned.” The central theme of the questions was to assess the extent of these personal factors' impact on their motivation to learn debating skills.
The analysis of internal demotivating factors reveals mean scores ranging from 3.46 for "Discomfort of criticism in debates" to 3.10 for "Lack of confidence." The standard deviations indicate a moderate spread in responses, highlighting the varying levels of agreement among participants.
The descriptor "Lack of confidence" received a mean score of 3.10 and a standard deviation of 1.397, categorizing it as 'Neutral' Similarly, "fear of public speaking" and "perceived irrelevance of skills to future goals" scored 3.32 and 3.18, respectively, also falling within the 'Neutral' range These results suggest that participants exhibit a moderate sentiment regarding these factors as potential demotivators in developing debating skills.
On the other side, "Discomfort of Criticism in Debates" has shown a mean score of 3.46 with a standard deviation of 1.245, shifting its interpretation towards
"concerned." This shows that the discomfort of criticism is more of a demotivating factor on the part of the participants
Negative past experiences in debates received a mean score of 3.19 and a standard deviation of 1.348, indicating a neutral impact on students' motivation According to Table 4.8, most internal demotivation factors are viewed neutrally; however, criticism stands out as a significant concern, impacting students' comfort levels in various debating environments.
4.3.2.1 Discussion of Concern Level of Internal Demotivation Factors
Internal factors influencing the motivation to engage in debates among EFL undergraduates at the Banking Academy of Vietnam are multifaceted Key findings indicate that while fear of public speaking, relevance to future aspirations, and previous experiences have a neutral effect, the concern over criticism during debates emerges as a significant issue.
Open-ended Questions Findings
Part 4 of the questionnaire featured optional open-ended questions aimed at exploring the qualitative dimensions of students' experiences with technology and their suggestions for enhancing the debate learning process Due to a lower response rate among the 250 participants, the thesis author concentrated on key highlights while omitting irrelevant answers These qualitative insights serve to enrich the quantitative data collected Specifically, questions 27 and 28 invited respondents to discuss the overall impact of technological tools on their debate education and to provide recommendations for improvements within the Banking Academy's debate program.
The rise of AI chatbots has revolutionized technological tools, offering innovative and interactive features; however, this rapid deployment has also led to challenges like information overload and the spread of inaccurate information As AI-generated content may lack the required accuracy and reliability, it poses a significant risk of introducing false claims into educational settings.
In response to survey question 28 regarding improvements to the debate learning process at the Banking Academy, nearly half of the respondents suggested adopting diverse and technologically advanced platforms They emphasized the necessity for platforms that enable real-time discussions and offer extensive resources for developing arguments and sourcing evidence This recommendation aligns with the findings of Khan et al (2021), which underscore the significance of technology in enhancing language learning environments.
Approximately 20% of participants highlighted concerns regarding the excessive reliance on AI chatbots and the resulting dissemination of misinformation They advocated for an educational framework that promotes critical thinking and the evaluation of AI-generated content, reflecting ongoing conversations in the realm of educational technology (El Majidi, de Graaff, & Janssen, 2015).
CONCLUSION AND RECOMMENDATIONS
Summary
This study examined the demotivating factors affecting EFL undergraduates at the Banking Academy of Vietnam in debating, highlighting personal and environmental influences on student motivation Key findings indicated that fear of public speaking, competitive pressures, and a lack of supportive collaborative learning environments significantly hinder student participation in debate activities Additionally, while technology offers innovative platforms for learning, it also leads to information overload and the dissemination of misinformation via AI chatbots.
The study revealed that key personal demotivating factors, including criticism during debates and fear of public speaking, significantly hinder the learning process External influences, such as inadequate supportive feedback from instructors and the fear of negative peer judgment, further exacerbate these challenges Additionally, environmental issues like the grading system and insufficient resources highlight the urgent need for educational reforms.
This research enriches the discussion in educational policy and practice by advocating for strategies that integrate both pedagogical and technological aspects Such an approach is crucial for motivating students and improving the learning experience in debate education, ultimately preparing them with the skills and confidence needed to thrive in competitive and collaborative settings.
Recommendations
This study presents key recommendations to enhance motivation for learning debate among undergraduates at the Banking Academy of Vietnam The proposed strategies focus on integrating technology, enhancing feedback mechanisms, and strategically utilizing debate as a pedagogical tool These recommendations are informed by the insights of Winstone and Carless (2019), Groenewald and Kilag (2024), and Yang and Rusli, aiming to create a more engaging and effective learning environment.
To enhance motivation and engagement in the learning process, incorporating technology like Computer-Assisted Language Learning (CALL) and Mobile-Assisted Language Learning (MALL) is essential Research indicates that these tools positively impact both motivation and language skills, which are crucial for effective debate education (Groenewald & Kilag, 2024) By utilizing applications that facilitate real-time debate practice and feedback, educators can foster an interactive learning environment, ultimately boosting students' interest and participation in debates.
Effective feedback is crucial for enhancing the learning experience, as it actively engages students in the feedback process (Winstone & Carless, 2019) By positioning students as central figures in discussions, educational institutions should focus on creating timely and constructive feedback mechanisms that empower students to take an active role in their learning journey.
Yang and Rusli (2012) highlight that incorporating debate as a teaching method enhances student engagement with the material, leading to improved understanding and retention Therefore, debates should be systematically integrated into the curriculum, with clear guidelines ensuring that every student actively participates and explores diverse viewpoints.
Integrating these two strategies enhances critical thinking abilities while minimizing biases, leading to a more profound comprehension of the topics under discussion.
Continuous evaluation of undergraduates and instructors at the Banking Academy of Vietnam is essential Gathering and analyzing student feedback will facilitate the refinement and adjustment of strategies to better align with student needs and the institution's educational objectives.
To enhance the learning environment at the Banking Academy of Vietnam, it is essential to implement strategies that foster interactivity and motivation, addressing the existing demotivational factors in the learning debate.
Limitations
This research paper analyzes the demotivating factors affecting undergraduate EFL students at the Banking Academy of Vietnam, acknowledging limitations such as the inability to generalize findings to other contexts and the small sample size of 250 participants, which may not accurately represent the broader student population The absence of pre-test and post-test measures diminishes the study's ability to assess the impact of these factors on learning outcomes Additionally, the reliance on potentially outdated literature for the systematic review raises concerns about relevance and reliability The study's timeframe further restricts its scope, emphasizing the need to consider these constraints when interpreting the conclusions.
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2 Which academic year are you in?
Part 2: Frequency of Debate Engagement
5-point Likert scale (Never; Rarely; Sometimes; Often; Always)
To what extent, do you agree with these statements? 1 2 3 4 5
3 How often do you actively participate in debate activities/classes?
4 How often do you engage in group study sessions for debate?
5 How often do you practice before and after the debate classes?
6 How often do you struggle to find enough time for debate preparation?
7 How often do you feel discouraged by your performance after a debate?
5-point Likert scale (Strongly disagree; Disagree; Neutral; Agree; Strongly agree)
5-point Likert scale (Very unconcerned; Unconcerned; Neutral; Concern; Very concerned)
To what extent do the following personal factors demotivate you from learning debating skills? 1 2 3 4 5
19 Perceived irrelevance of skills to future goals
20 Discomfort of criticism in debates
21 Negative past experiences in debates
To what extent do the following environmental factors demotivate you from learning debating skills? 1 2 3 4 5
To what extent, do you agree with these statements? 1 2 3 4 5
8 I feel motivated to learn debate because it is important for my future career
9 Language barriers prevent me from effectively participating in debates
10 Debate topics are not relevant to my interests or field of study
11 I feel that debate activities are too competitive and stressful
12 I am concerned about being judged negatively by my peers during debates
13 The feedback from instructors on my debate performance is helpful and constructive
14 My instructors are approachable and available to discuss debate-related issues
15 Interaction with instructors influences my interest in debate activities
16 I feel undue pressure to outperform peers in debate competitions
27 To what extent has technology impacted your learning of debating skills? Which platforms and applications have you used or are using?
28 What improvements would you suggest for the debate learning process at the Banking Academy?
Table 4.2: Reliability Statistic of Debate Engagement
Scale Mean if Item Deleted
Scale Variance if Item Deleted
Cronbach's Alpha if Item Deleted
Q3 How often do you actively participate in debate activities/classes?
Q4 How often do you engage in group study sessions for debate?
Q5 How often do you practice before and after the debate classes?
Q6 How often do you struggle to find enough time for debate preparation?
Q7 How often do you feel discouraged by your performance after a debate?
Table 4.4: Reliability Statistic on Personal Perceptions
Scale Mean if Item Deleted
Scale Variance if Item Deleted
Cronbach's Alpha if Item Deleted
Q8 I feel motivated to learn debate because it is important for my future career
Q9 Language barriers prevent me from effectively participating in debates
Q10 Debate topics are not relevant to my interests or field of study
Q11 I feel that debate activities are too competitive and stressful
Q12 I am concerned about being judged negatively by my peers during debates
Q13 The feedback from instructors on my debate performance is helpful and constructive
Q14 My instructors are approachable and available to discuss debate-related issues
Q15 Interaction with instructors influences my interest in debate activities
Q16 I feel undue pressure to outperform peers in debate competitions
Table 4.7: Reliability Statistic on Internal Demotivation Factor
Scale Mean if Item Deleted
Scale Variance if Item Deleted
Cronbach's Alpha if Item Deleted
Q19 Perceived irrelevance of skills to future goals 13.06 17.024 634 761
Q20 Discomfort of criticism in debates
Q21 Negative past experiences in debates 13.06 16.868 635 760
Table 4.9: Reliability Statistic on Environmental Demotivation Factor
Scale Mean if Item Deleted
Scale Variance if Item Deleted
Cronbach's Alpha if Item Deleted
Q25 Peer support and collaboration 12.38 16.798 616 692 Q26 Grading of debate performance 11.88 18.995 411 762
Table 4.3: Mean score scale of Frequency of Debate Engagement
Q3 How often do you actively participate in debate activities/classes? 3.00 1.374 Sometimes
Q4 How often do you engage in group study sessions for debate?
Q5 How often do you practice before and after the debate classes? 3.27 1.295 Sometimes
Q6 How often do you struggle to find enough time for debate preparation? 3.49 1.312 Often
Q7 How often do you feel discouraged by your performance after a debate?
Table 4.5: Mean score scale of Personal Perceptions about Debating
Q8 I feel motivated to learn debate because it is important for my future career
Q9 Language barriers prevent me from effectively participating in debates
Q10 Debate topics are not relevant to my interests or field of study 1.446 2.95 Neutral Q11 I feel that debate activities are too competitive and stressful 1.421 2.82 Neutral
Q12 I am concerned about being judged negatively by my peers during debates
Q13 The feedback from instructors on my debate performance is helpful and constructive
Q14 My instructors are approachable and available to discuss debate- related issues
Q15 Interaction with instructors influences my interest in debate activities
Q16 I feel undue pressure to outperform peers in debate competitions 1.447 3.05 Neutral
Table 4.6: Statistics on Personal Perceptions of Debating
Disagree 21.2% 16.0% 20.4% 21.2% 12.4% 15.6% 18.8% 17.6% 17.2% Neutral 15.2% 19.2% 21.2% 19.2% 16.0% 18.0% 18.4% 18.0% 20.8% Agree 19.6% 18.4% 15.2% 18.4% 26.4% 29.6% 19.2% 22.8% 18.8% Strongly agree 21.2% 20.8% 21.6% 16.8% 34.4% 25.6% 18.0% 19.6% 22.4%
Table 4.8: Mean score scale of Internal Demotivation Factors
Q18 Fear of public speaking 3.32 1.412 Neutral
Q19 Irrelevance of skills to future goals 3.18 1.326 Neutral Q20 Discomfort of criticism in debates 3.46 1.245 Concerned
Table 4.10: Mean score scale of Environmental Demotivation Factors
Mean Std Deviation Interpretation Q22 Classroom atmosphere positive 2.93 1.459 Neutral
Q25 Peer support and collaboration 2.96 1.406 Neutral Q26 Grading of debate performance 3.45 1.385 Concerned