Efl students’ attitudes towards the use of debate technique in english speaking classes

...28 4.1.1 Questionnaire data ...38 4.1.1.1 Students’ affective engagement with the use of debate technique in English speaking classes ...29 4.1.1.2 Students’ cognitive engagement with

INTRODUCTION

Rationale

Among the four macro skills in learning English, speaking skill is very important because it is one of the indicators of mastering the language (Fauzan, 2014).

According to Ur (1996), proficiency in a language is defined by the ability to communicate effectively with its speakers Nunan (1999) further emphasizes that functioning in a second language is primarily linked to speaking skills Consequently, language mastery is often assessed based on one's speaking ability Recognizing the significance of speaking proficiency, many English teachers focus on effective methods for teaching speaking in their classrooms.

Speaking is a complex skill that poses significant challenges for learners (Hinkel, 2005) Unlike reading or writing, speaking occurs in real time, requiring immediate responses from the speaker (Fauzan, 2016) It involves managing conversations and negotiating meanings between participants (O’Malley & Pearce, 1996) According to Bygate (1987), speaking ability is developed in time-limited settings where learners utilize interpersonal skills to enhance their communication Stuart (1989) emphasizes the importance of planning and adjusting speech, suggesting that practice is essential for effective speaking However, both internal and external factors contribute to the difficulties faced by learners (Arung & Jumardin, 2016) Internal factors include personal traits, such as fear of judgment, while external factors stem from the school environment, parental influence, and teaching methods.

Vietnamese students face significant challenges in developing their English speaking skills, as they often prioritize easily assessable reading and grammar over speaking practice (Somjai & Jansem, 2015) Despite possessing a broad vocabulary and a solid understanding of grammatical structures, many still struggle with spoken English (Nhan et al., 2022) Additionally, the prevalence of Vietnamese in daily conversations limits their opportunities and motivation to practice speaking English regularly.

Debate technique is an effective strategy for enhancing speaking skills and language acquisition, as highlighted by Dobson (1987), Krieger (2005), and Richa (2011) It engages students cognitively and linguistically, fostering interactive argumentation aimed at persuading audiences (Firmansyah & Vegian, 2019) Additionally, debate cultivates essential thinking skills and promotes the transfer of learning across disciplines and life situations, incorporating innovation skills such as creativity, critical thinking, problem-solving, communication, and collaboration (Handayani, 2017).

Research has demonstrated the positive impact of debate techniques on enhancing the speaking competence of English as a Foreign Language (EFL) students Notable studies, including those by Apriliani and Fitriani (2021), Arung and Jumardin (2016), and Firmansyah and Vegian, have measured the effectiveness of these techniques, highlighting their benefits for language learners.

Recent studies, including those by Nhan et al (2019) and Nhan et al (2022), demonstrate that the debate technique in speaking classes yields significant benefits, such as enhanced speaking skills, increased student participation, and favorable student feedback This method is recognized as an engaging and effective learning strategy for both educators and learners The active participation of students in team debates reflects notable advancements in their speaking abilities Additionally, the debate technique positively influences writing skills, underscoring its effectiveness in improving overall communication competencies Furthermore, the encouragement and support from teachers are crucial in facilitating these productive skill enhancements among students.

2 There has also been some research on EFL students’ attitudes toward debate technique in speaking classes, such as Wulandari and Ena (2018), Meldia and Melani

This study aims to explore the perceptions of Vietnamese high school students regarding their engagement in debate activities within English-speaking classes and to assess the impact of the debate technique on their speaking performance By understanding how students view the debate technique, EFL teachers can tailor debating activities to better align with students' motivations, ultimately enhancing the quality of English speaking instruction and learning outcomes.

Research aims

This study aims to examine high school students' attitudes towards the implementation of debate techniques in English speaking classes while also investigating the impact of these techniques on the students' overall speaking proficiency.

English-speaking performance from the students’ perspectives.

Considering the aims, this research seeks the answers to the following questions: 1 How do high school students perceive their engagements in debating activities in English speaking classes?

2 What are the effects of using debate technique on high school students’ English speaking performance from the students’ perceptions?

Accordingly, the two hypotheses for this research could be:

Hypothesis 1:High school students have a positive attitude towards their engagements in debating activities in English speaking classes.

Hypothesis 2:The use of the debate technique has a positive effect on high school students’ English-speaking performance from the students’ perceptions.

Significance of the study

Up to the present time, in the context of Vietnam, debate technique has not been applied widely at high schools yet; simultaneously, there are very few studies on debate

This research explores three techniques for teaching and learning English speaking, focusing on the debate technique's impact on students' speaking performance If successful, it will enhance both theoretical and practical aspects of English instruction The study offers teachers a comprehensive overview of the debate technique, highlighting its benefits and providing relevant literature to foster a deeper understanding of its importance in teaching speaking Additionally, it equips educators with insights to design engaging debate activities, promoting interactive and effective English-speaking sessions The findings will also inform curriculum designers about integrating debate techniques into the English curriculum to enhance critical thinking and communication skills among students Furthermore, the study addresses challenges faced by Vietnamese students in utilizing debate activities for English speaking and proposes solutions to create a more supportive learning environment, paving the way for future research in various educational contexts.

The thesis consists of five chapters including chapter 1-Introduction, chapter 2- Literature Review, chapter 3-Research Methodology, chapter 4-Results and chapter 5- Discussions and Conclusions.

Chapter 1 generally introduces the rationale of the current study including detailed description of background of the study, research aims, significance of the study and organization of the report of the study.

Chapter 2 reviews the theoretical literature related to the research area of speaking performance and debate technique First, it presents the definition of technical terms including speaking, speaking performance, debate technique together with an overview of Attitude and its components related to Affective engagement, Cognitive engagement, Behavioral engagement and speaking performance’s components used as

This study is structured around four key frameworks, with the subsequent section exploring the impact of debate techniques on English speaking, drawing on previous research in the field The final section evaluates empirical studies regarding students' attitudes toward the debate technique in their English-speaking development The chapter concludes with a literature summary and rationale for the current research Chapter 3 outlines the methodological framework for the study, detailing data collection and analysis processes, including research hypotheses, ethical considerations, research settings, participants, instruments, validation, and analysis methods.

Chapter 4 reports the results from the analysis of the data collected from the

Organization of the report

This study explores the impact of debate techniques on high school students' English-speaking performance, as perceived by the students themselves through questionnaires and interviews The chapter concludes with a discussion of key issues arising from the findings gathered in both the questionnaire and the interviews.

Chapter 5 concludes the report of the thesis It begins with a summary of the major research findings, followed by discussions of these findings.Next, the limitations

LITERATURE REVIEW 2.1 Theoretical background of Speaking

Definitions of speaking

Speaking is the act of using language to express oneself through words, requiring knowledge and proficiency in a specific language (Hornby, 1987) It is a process of creating and exchanging meaning through both verbal and non-verbal symbols in various contexts (Jefferson, 2007) Additionally, speaking is an interactive process that emphasizes the construction of meaning through effective communication (Philips, 2007) Key elements of effective speaking include clarity, coherence, appropriate tone and volume, and the ability to engage listeners while conveying information.

Speaking performance

Speaking performance is the ability to effectively communicate through spoken language, encompassing components like pronunciation, fluency, grammatical accuracy, vocabulary usage, and discourse coherence It goes beyond merely producing grammatically correct sentences; it also involves clearly conveying ideas, engaging in conversations, understanding and responding appropriately to others, and adapting language use to different social and cultural contexts.

It is important to integrate the components of speaking performance to achieve effective communication skills in spoken language According to Brown (2007), Nunan

(2003), and Thornbury (2005), they typically include:

The pronunciation aspect of speaking performance encompasses an individual's skill in accurately producing sounds, stress, intonation, and rhythm of a language Key criteria for evaluating pronunciation include clarity, accuracy, and the ability to convey meaning effectively.

Accuracy of sounds: The ability to accurately produce individual sounds of the language, including consonants, vowels, and diphthongs.

Word stress and intonation: The correct placement of stress on syllables within words and the appropriate use of intonation patterns to convey meaning and express emotions.

Rhythm and flow: The ability to speak with natural rhythm and flow, avoiding choppiness or monotony in speech.

Connected speech refers to the skill of smoothly linking words in a natural flow, encompassing elements like assimilation, elision, and the linking of sounds Intelligibility, on the other hand, measures how clearly a speaker's pronunciation can be understood by others, influenced by factors such as accent, dialect, and the speed of speech.

Fluency in speaking performance is the capacity to communicate smoothly and continuously, free from excessive pauses or hesitations This skill is crucial for effective communication, enabling speakers to express their ideas clearly and engage in conversations more naturally Key criteria for assessing fluency include the flow of speech, the frequency of interruptions, and the overall coherence of the message conveyed.

The rate of speech refers to how quickly a speaker communicates, with fluent speakers generally adopting a moderate pace that strikes a balance between being too fast or too slow Additionally, fluent speakers effectively utilize pauses, both in frequency and duration, to mark sentence boundaries and give listeners time to process the information being conveyed.

Repetition and self-correction: The extent to which the speaker repeats or corrects themselves during a speech, with fluent speakers minimizing interruptions and demonstrating confidence in their expression.

7 Smoothness: The ability to speak without hesitations, stumbling, or disruptions, with fluent speakers maintaining a smooth and continuous flow of speech.

Coherence: The overall clarity and coherence of the speaker's message, with fluent speakers, organizing their ideas logically and connecting them appropriately in speech.

Grammatical accuracy in spoken language reflects the proper use of grammar structures, enabling speakers to express their ideas clearly and effectively Key criteria for assessing grammatical accuracy include the correct application of tense, subject-verb agreement, and sentence structure, all of which contribute to coherent communication.

Correctness of grammar structures: The ability to use grammatical structures, such as verb tenses, subject-verb agreement, articles, and word order, accurately and appropriately in spoken language.

Usage of complex structures: The proficiency in using a variety of grammatical structures, including complex sentence structures, subordinate clauses, and conjunctions, to express ideas with precision and clarity.

Error analysis: The identification and analysis of grammatical errors in speech, including the frequency, type, and severity of errors, to assess the speaker's overall grammatical proficiency.

Range and variety: The diversity and richness of grammatical structures used by the speaker, with proficient speakers demonstrating a wide range of grammatical knowledge and flexibility in their language use.

Contextual appropriateness: The ability to use grammatical structures appropriately in different contexts and communicative situations, considering factors such as formality, register, and audience.

Effective vocabulary usage in speech is essential for learners, and it can be assessed through various speaking tasks like role-plays, oral presentations, and discussions Key criteria for evaluation may include the appropriateness and range of vocabulary employed during these activities.

Proficient speakers showcase a rich and diverse vocabulary, demonstrating their ability to effectively utilize synonyms, antonyms, and idiomatic expressions Their extensive vocabulary range enhances communication and allows for nuanced expression.

8 Accuracy of word choice: The ability to select and use words accurately and appropriately to convey intended meanings and nuances, avoiding errors such as word misuse or overgeneralization.

Contextual appropriateness: The ability to use vocabulary appropriately in different contexts and communicative situations, considering factors such as formality, register, and audience.

Word retrieval and fluency: The speed and ease with which the speaker can retrieve and use vocabulary during speech, demonstrating fluency and confidence in language expression.

Precision and clarity: The ability to express ideas clearly and precisely using appropriate vocabulary, avoiding ambiguity or vagueness in language use (5)

Discourse coherence in speaking performance reflects the speaker's ability to logically and coherently organize and connect ideas, ensuring clear and effective communication This skill enhances the listener's understanding and engagement, making the message more impactful Criteria for evaluating discourse coherence often include the logical flow of ideas and the appropriateness of connections made during speech.

Effective organization of ideas is essential for clear communication in speech Proficient speakers structure their presentations logically, encompassing a well-defined introduction, thorough development of concepts, and a concise conclusion This systematic arrangement enhances the audience's understanding and retention of information.

Effective topic development involves coherently expanding on a theme, ensuring smooth transitions between ideas This approach includes supporting details that enhance the overall understanding of the message, making it easier for readers to grasp the key concepts.

Use of cohesive devices: The appropriate use of cohesive devices, such as conjunctions, transition words, and discourse markers, to link ideas and create smooth connections between sentences and paragraphs.

Understanding audience awareness is crucial for effective communication, as it involves tailoring speech to meet the needs and expectations of listeners Proficient speakers adjust their coherence strategies to align with the context and purpose of their message, ensuring that their discourse resonates with the audience.

Clarity and consistency: The clarity and consistency of expression throughout the speech, with proficient speakers maintaining a consistent focus on the topic and avoiding digressions or irrelevant information.

In summary, effective speaking encompasses key elements such as pronunciation, fluency, grammar, vocabulary, and coherence These components collaborate to enhance communication skills Educators can assist students in their speaking development by emphasizing these areas and providing appropriate practice and feedback Additionally, students can self-evaluate their speaking abilities by utilizing these criteria to identify specific areas for improvement.

Theoretical background of Attitude

In psychology, Rosenberg and Hovland (1960) define attitude as a learned predisposition to respond favorably or unfavorably towards an object, person, or event In the educational context, a student's attitude significantly impacts their engagement and academic performance, as it reflects their disposition towards learning or specific subjects Gardner (1985) emphasizes that attitude encompasses an individual's consistent evaluative response to language learning, highlighting their feelings toward language acquisition Additionally, Schunk et al (2008) describe attitude as a student's general predisposition that influences motivation, persistence, and overall performance in educational settings.

Attitudes components involve cognitive (beliefs), affective (emotions), and behavioral (actions).

Student engagement is defined by Martin and Torres (2017), as referenced in Mekki et al (2022), as the behaviors demonstrated by students, including compliance, willingness, and motivation to actively participate in the learning process Alrashidi et al further emphasize the significance of these behaviors in enhancing educational outcomes.

Engagement is defined as a positive and proactive concept that highlights the quality of students' participation, investment, commitment, and identification with their school and related activities, ultimately aiming to improve student performance.

Affective engagement is the emotional and psychological involvement individuals experience in specific activities, characterized by a strong interest and positive feelings This engagement is reflected through expressions of emotions such as enjoyment, enthusiasm, and anticipation, which signify students' emotional connection to their tasks (Mercer, 2019).

10 engagement is interconnected with learners’ perspectives on the learning environment, the members in that context, the learning tasks, and their own participation in learning (Skinner et al., 2009; Reeve, 2012).

Cognitive engagement, as defined by Fredricks, Blumenfeld, and Paris (2004), involves the active participation of students in learning activities that utilize higher-order thinking skills This process requires learners to engage deeply with the material, employing critical analysis, problem-solving, and meaningful involvement to construct new knowledge According to Sesmiyanti (2016), motivation plays a crucial role in enhancing cognitive engagement, as students must be encouraged to think critically and participate actively in class discussions and assignments Key components of cognitive engagement include attention, concentration, participation, understanding, and awareness, all of which contribute to a more effective learning experience.

Behavioral engagement encompasses the observable actions and involvement of individuals in specific tasks, particularly within educational settings It highlights students' active participation, attentiveness, and on-task behavior during classroom activities Cuong (2021) identifies three key aspects of participation behavior: positive behaviors, participation in learning, and engagement in school-related activities, with positive behaviors reflecting compliance with regulations Participation in learning involves student actions such as concentration, attention, perseverance, effort, asking questions, and contributing to class discussions In the context of second language (L2) learning, behavioral engagement includes voluntary involvement, interactional initiative, time spent on tasks, the semantic content produced, and persistence without requiring external support (Philp & Duchesne, 2016).

Theoretical background of Debate Technique

Debate is a popular teaching technique that has been used since ancient times (Tumposky, 2004) It is an activity in which opposing viewpoints are presented and

Debate serves as an effective educational tool, enabling students to use extended language to persuasively advocate for specific viewpoints (O’Malley & Pierce, 1996; Dale & Wolf, 2000) This activity encourages the exploration of various perspectives on a topic, helping students identify the most suitable argument (Freeley and Steinberg, 2005) According to Bambang (2006), debate involves two opposing groups presenting differing arguments, fostering cognitive and linguistic stimulation essential for language learning (Krieger, 2007).

Debating activities play a crucial role in developing communicative competence and literacy skills Various types of debates, such as public, political, school, and classroom debates, encourage students to formulate counterarguments and conduct research on relevant topics (Ukeme & Uguma, 2017) In these settings, students must acquire sufficient shared knowledge and diverse perspectives to effectively defend their positions (Richards & Rodgers, 2014) Ultimately, these activities culminate in a concrete decision or a vote by the audience, reinforcing critical thinking and collaborative skills.

2.3.2 Differences between Debate and Discussion

According to Thompson (1971), debate is contrasted with discussion in the textbook The distinction in their use in referring to a decision-making process may be as follows:

Aim(s)participants argue for and against the pre-fixed proposition participants look for a solution to a problem

Alternative(s)two alternatives multiple alternatives

Timingstrict rules about the time more freely with less formal rules

Decisionbeing made by a third party based on the arguments presented by the affirmative and the negative sides reaching an agreement among participants

Table 2.1Differences between Debate and Discussion

The effects of using Debate technique on speaking English

Debate in educational settings offers significant benefits for students from diverse backgrounds by promoting cooperation and mutual respect when addressing differing opinions (Laoli, 2021) This method encourages active, creative, and collaborative learning among students (Laia, 2019) A survey conducted by Cinganotto (2019) with English teachers highlights the effectiveness of debating in a foreign language, suggesting that it integrates research, discussion, engagement, competition, and enjoyment, making it a valuable teaching strategy Therefore, incorporating debate in EFL classrooms is essential as it connects language learning with meaning-making, supporting deep learning and broader educational objectives.

Engaging in regular debates, speeches, and conversations enhances fluency, pronunciation, and vocabulary while familiarizing participants with jargon and technical terms across diverse topics.

In a quasi-experimental study, Wulandari and Ena (2018) found that students receiving feedback from teachers and peers demonstrated significant improvements in grammar, vocabulary, and pronunciation, which in turn boosted their confidence and encouraged further reading Additionally, Ban, Pang, and Em (2023) highlighted that students enhanced their English proficiency through the use of new vocabulary and technical terms, as well as by incorporating more academic language and memorizing scripts during debate activities.

Utilizing debate techniques in English teaching significantly enhances students' critical thinking skills According to Saputri, Indah, and Rasyid (2022), engaging in debates prompts students to articulate and explore issues relevant to their team's perspective, fostering deeper analytical abilities.

In the debate preparation phase, students must critically analyze their assigned position, whether for or against, and effectively communicate their viewpoints to peers This process fosters essential skills such as critical thinking and oral communication, enabling them to tackle complex problems When students defend opinions that conflict with their personal beliefs, debate techniques can stimulate deeper cognitive engagement Consequently, this practice enhances their capacity to construct logical, well-structured arguments in English, as they learn to evaluate and analyze diverse perspectives.

The debate technique enhances not only speaking skills but also reading and writing abilities Research by Apriliani, Harmayanthi, and Fitriani (2021) shows a significant improvement in students' writing scores when using this technique Additionally, a study by Renaldo and Fadloeli (2021) involving 34 eighth-grade students demonstrates that the debate technique effectively improves speaking skills, further highlighting its benefits across various subjects, including writing and reading.

In summary, debate serves as an essential educational tool that promotes cooperation and respect among students from various backgrounds It helps students develop active engagement, creativity, and collaboration while enhancing their fluency, pronunciation, vocabulary, and understanding of technical jargon Consistent practice in debate, speech, and conversation significantly boosts critical thinking skills by encouraging the formation of logical and structured arguments in English Additionally, the techniques learned through debate positively impact reading and writing skills in language acquisition.

2.4.2 Debate in teaching and learning speaking English

Recent studies highlight the significant impact of debate techniques on improving English speaking skills Research conducted by Baso (2016) on 11th-grade students revealed a notable enhancement in speaking abilities before and after implementing debate techniques, demonstrating their effectiveness Similarly, a classroom action research study by Apriliani, Harmayanthi, and Fitriani (2021) found that using debate in speaking classes not only improved students’ speaking skills but also increased their participation.

Recent research indicates that encouraging students to express and rebut opinions significantly enhances their speaking skills Studies by Firmansyah & Vegian (2019), Tianame et al (2019), Rohadi (2020), Laoli (2021), Renaldo & Fadloeli (2021), Lubis & Siregar (2021), and Nhan et al (2022) demonstrate consistent improvements in students' speaking abilities across various cycles This approach not only boosts their capacity to articulate opinions and engage with others' viewpoints but also fosters active participation in the teaching-learning process.

Debate techniques serve as an effective alternative learning method that significantly enhances students' speaking abilities (Apriliani, Harmayanthi & Fitriani, 2021) Through active participation in debates, students not only practice speaking but also improve their presentation, argumentation, and rebuttal skills, fostering logical thinking and analysis (Firmansyah & Vegian, 2019) Engaging in debates allows learners to understand diverse perspectives and construct strong arguments to defend their viewpoints Nhan et al (2022) highlight the benefits of debate in enhancing speaking skills, recommending that teachers introduce current argumentative issues to stimulate student engagement and knowledge enrichment The supportive environment created by teachers further amplifies students’ skill development, as evidenced by Nasution (2023), who found that English debate promotes fluency and encourages free expression of opinions while enhancing teamwork and critical thinking Therefore, integrating debating activities in the classroom can significantly boost student involvement in the speaking learning process.

Cooperation and mutual respect among friends enhance the effectiveness of debate methods in speaking Feedback from teachers and peers significantly improves students' pronunciation, grammar, and vocabulary skills.

Active learning is characterized by processes of construction, creativity, group collaboration, and knowledge sharing (Wulandari & Ena, 2018; Laia, 2019) This approach emphasizes engagement and interaction among participants, fostering a dynamic learning environment.

Hasibuan (2022) conducted action research in a university setting, demonstrating that the debate technique effectively enhances students' attitudes and motivation in learning English, particularly in speaking classes This method provided students with ample opportunities to articulate their thoughts, engage in arguments and rebuttals, and collaborate within teams Following the implementation of the debate technique, test results indicated a significant improvement in students' speaking skills Consequently, both students and lecturers found the English learning process enjoyable and free from boredom and pressure.

Debating is an effective method for enhancing students' speaking abilities, as it actively engages them in the learning process This technique not only improves their skills in expressing opinions and responding to others but also promotes participation in debate activities Furthermore, incorporating debate into speaking exercises fosters cooperation and mutual respect among peers.

Empirical studies on students’ attitudes to Debate Technique in their English

Recent studies indicate that incorporating debate techniques in speaking classrooms significantly enhances students' speaking skills and fluency Research by Wulandari and Ena (2018) revealed that Indonesian high school students perceived debate positively, noting its effectiveness in helping them articulate opinions, reduce speaking anxiety, boost confidence, and prepare speeches systematically Additionally, Cinganotto (2019) identified debate as a powerful tool for enhancing language learning and teaching Furthermore, Meldia and Melani (2022) found that most students agreed that the debate technique effectively improves their speaking abilities.

A recent study by Nhan et al (2022) revealed that 16 critical thinking skills are significantly enhanced through the debate technique in speaking classes The findings showed that over 82% of students expressed a strong interest in incorporating debate into their learning, citing its effectiveness in improving their English speaking skills The data indicated that students believe the debate technique not only enhances their skills but should be a vital part of speaking lessons Additionally, the support and encouragement from teachers play a crucial role in further developing these skills.

While the implementation of debate techniques in EFL classrooms offers numerous benefits, it also presents several challenges Many students may struggle with expressing their opinions publicly due to discomfort or a lack of confidence in their language skills Furthermore, some educators may not have the necessary experience to effectively facilitate debate activities or may find themselves short on time for adequate preparation.

In conclusion, students view the debate technique positively, as it significantly enhances their speaking skills, reduces anxiety, and boosts confidence Research indicates that debates serve as an effective means for students to articulate their opinions, systematically prepare speeches, and improve critical thinking and language learning (Putri & Rodliyah, 2021) However, it's essential to recognize that these findings stem from studies conducted in various contexts with diverse participants (Firmansyah & Vegian).

METHODOLOGY

Methodological framework

This study employs a descriptive mixed method research design to effectively address its research aims and questions by integrating both quantitative and qualitative data This approach enhances the understanding of research problems, allowing the researcher to simultaneously tackle confirmatory and exploratory questions, thus facilitating theory verification and generation Quantitative data is gathered using a Five-point Likert scale questionnaire to assess EFL students' attitudes towards the debate technique in speaking classes and its perceived impact on their speaking performance Additionally, qualitative data is obtained through semi-structured interviews to capture students' experiences and perspectives regarding the debate technique's effects This dual methodology ensures data reliability and offers comprehensive insights into how the debate technique influences students' English speaking performance A summary of the research methods is presented in Table 3.1.

Research questions and corresponding methods

1 What are high school students’ attitudes towards the use of debate technique in English speaking classes?

2 What are the effects of using debate technique on high school students’

English-speaking performance from the students’ perceptions?

Ethical considerations

Quantitative (Likert scale questionnaires, adapted from Mercer (2019), Skinner et al (2009), Reeve (2012), Fredricks, Blumenfeld, and Paris (2004), Sesmiyanti (2016), Cường

Qualitative (Individual semi-structured Interviews with high school students)

Quantitative (Likert scale questionnaires, adapted from Brown (2007), Nunan (2003), and

Thornbury (2005)) Qualitative (Individual semi-structured Interviews with high school students)

The current study adheres to strict ethical guidelines in scientific research, ensuring participant anonymity by keeping the name of the school confidential Students had the right to refuse participation in both the research and questionnaires, with the option to skip questions they did not wish to answer Their identities remained confidential, and they were invited to provide an optional phone number for interview participation During interviews, students could decline to participate and were allowed to express their thoughts freely without interviewer interference To verify the accuracy of their responses, participants received transcripts of their recordings and translations Additionally, pseudonyms were employed during data analysis to further protect the participants' identities.

Research setting

The study was conducted at a public high school in the Mekong Delta, where English was a mandatory subject for all students This institution was managed by the Provincial People’s Committee and the Department of Education.

The school offers education and training to approximately 1,800 students annually, following the 2018 General Education program and utilizing the Global Success book series from Educational Publishing House Assessment methods include formative assessments, which evaluate student participation in classroom activities, projects, and regular tests in listening, reading, grammar, and writing Summative assessments occur mid-semester and at the end of the semester, featuring a final test that assesses the same skills according to the cognitive scales outlined in Circular No 22/2016/TT-BGDDT by the Ministry of Education and Training of Vietnam In the speaking component, students select a topic to present and respond to teacher questions, with evaluations based on content, fluency, vocabulary, pronunciation, and grammar.

Additionally, debate technique was used in some of speaking lessons, based on the textbook’s required tasks These tasks are described in the following figure:

6 Do you think both men and women can do the surgeon’s job well? 72

8 For or against online learning? 90

Figure 3.1: Debating questions from Tiếng Anh 10 textbook, Global Success by Educational Publishing House

Research participants

In educational research, two primary sampling methods are identified: random sampling and nonrandom sampling (Fraenkel & Wallen, 1996) For this study, nonrandom sampling was deemed suitable as participants were drawn from classes led by the researcher Specifically, convenience sampling, a type of nonrandom sampling defined as selecting individuals who are easily accessible for research purposes, was utilized to gather the sample for this study.

The study involved 87 Vietnamese 10th-grade high school students, aged 15, who were following the 2018 General Education Curriculum set by the Ministry of Education and Training With over five years of English learning experience, these learners utilized the "Tiếng Anh 10, Global Success" textbook published by a Vietnamese educational publisher All participants had completed the second semester, which included a speaking assessment.

Semi-structured interviews were conducted with 10 randomly selected students who had previously completed questionnaires and provided their optional phone numbers The purpose of these interviews was to gather in-depth information and insights regarding the use of debate techniques and their perceived impact on speaking performance This approach allowed for a comprehensive understanding of the participants' experiences, perspectives, and the meanings they attributed to the debate technique.

Research instruments

This study will gather quantitative data using a questionnaire designed to assess EFL students' attitudes toward the debate technique in speaking classes, as well as their perceived impact on speaking performance The responses will be measured on a 5-point Likert scale, with options ranging from 1, indicating "strongly disagree," to 5.

“strongly agree” The questionnaire consists of an English version and Vietnamese version The questionnaire is divided into three sections as follow:

- Section 1 is the participant’s personal information, including age, class, gender.

Sections 2 and 3 of the article present 28 items that explore students' perceptions of the significance of debate techniques during English-speaking sessions These sections were structured for clarity and ease of understanding for participants The items were adapted from established theories of Affective engagement (Mercer, 2019; Skinner et al., 2009; Reeve, 2012), Cognitive engagement (Fredricks, Blumenfeld & Paris, 2004; Sesmiyanti, 2016), and Behavioral engagement (Cuong, 2021; Philp & Duchesne, 2016), and are categorized into three sub-clusters based on these theoretical frameworks.

Section 4 features 25 items designed to assess students' perceptions of how debate techniques influence their English-speaking performance These items, adapted from the works of Brown (2007), Nunan (2003), and Thornbury (2005), are categorized into five sub-clusters that focus on essential speaking components: Pronunciation, Fluency, Grammatical Accuracy, Vocabulary Usage, and Discourse Coherence.

The summary of all clusters and sub-clusters is presented in the following table.

The summary of clusters and sub-clusters of the Questionnaire

Items no Sub-clusters Clusters

Cognitive engagement Behavioral engagement attitudes towards the use of debate technique in English speaking classes

Effects of using debate technique on high school students’ English speaking performance

At the end of the questionnaire, students were asked to voluntarily provide their phone number so that possible selection for follow-up interviews was available to the researcher.

Semi-structured interviews were conducted with students to gather in-depth insights into their perceptions of how debate techniques impact high school students' English-speaking performance The interview questions aimed to explore these effects, allowing participants to express their individual viewpoints and fostering an environment of openness in their responses.

22 participants Besides, they also suggested some additional ideas so that they could better participate in debate activities in English speaking periods.

The semi-structured interviews included 10 open-ended questions tailored to address key issues identified in the research aims and questions To facilitate data analysis and comparison between the questionnaire and interviews, 6 of the 10 questions were organized into clusters These questions drew from the works of Brown (2007), Nunan (2003), and Thornbury (2005), covering five sub-clusters: Pronunciation, Fluency, Grammatical Accuracy, Vocabulary Usage, and Discourse Coherence Additionally, 2 questions focused on participants' attitudes towards the debate technique in English speaking classes, while 1 question aimed to explore potential difficulties within the study context The final question sought to gather insights on the impact of the debate technique on English-speaking performance.

The study's questionnaire underwent a pilot test to ensure its reliability and validity prior to administration After translating the items between Vietnamese and English, feedback was sought from two graduate students and three English teachers with relevant backgrounds The pilot was conducted with 20 tenth-grade students outside the research classes, resulting in a Cronbach’s Alpha of 927, confirming the questionnaire's reliability A minor adjustment was made to clarify the term "stress," changing it from "trọng âm" to "nguyên âm" to avoid confusion No other changes were necessary, as the pilot testing revealed no language or content errors Consequently, the finalized questionnaires were distributed to all study participants, totaling 88 tenth-grade students.

A total of 23 students participated in the study, yielding 87 valid samples, while one sample was deemed invalid due to incompleteness A Reliability Analysis Test confirmed the reliability of the collected data, resulting in a high Cronbach’s Alpha of 97.

Similarly, the interview questions were also checked by the three English teachers and piloted with two students to ensure the language and content.

This study utilized a dual-method approach for data collection, incorporating both questionnaires and interviews to ensure data triangulation (Gay, Mills & Airasian, 2009) The data collection process was conducted in two key stages: the distribution of questionnaires followed by the execution of interviews.

The questionnaires, developed in both English and Vietnamese, were initially reviewed by two graduate students and three English teachers for feedback on language and content Following this, a pilot test was conducted with 20 tenth-grade students not involved in the main study The final version of the questionnaires was then distributed to 88 tenth-grade students, yielding 87 valid responses Prior to completing the questionnaires, participants were informed about the study's purpose and given an overview of the questions, with the opportunity to seek clarification as needed On average, students took approximately 15 to 20 minutes to complete the questionnaires.

The researcher conducted individual interviews with ten tenth-grade students selected from questionnaire respondents to facilitate in-depth discussions Appointments were arranged for each student, and the interviews, lasting 10-15 minutes, took place in Vietnamese in the English Department's office All sessions were audio recorded and subsequently transcribed to ensure transcription accuracy.

The Vietnamese and English versions of the transcriptions were returned to participants for review, followed by feedback from three English teachers with similar backgrounds to the researcher Minimal adjustments were made, primarily involving slight changes in word usage and grammar in the English versions, without altering the original ideas.

The whole procedure of data collection is described in the following table:

The procedure of data collection

Week 1Pilot translation of the questionnaires

Week 2 Pilot testing the questionnaires Administering the final

Pilot the translation into Vietnamese of the questionnaire.

Pilot data of students’ background information and their responses.

Week 3 questionnaires in Vietnamese version to tenth-grade students Students’ background information and their responses.

Week 4Interviewing 10 tenth grade studentsThe effects of using debate technique on high school students’ English-speaking performance in Vietnamese version.

Transcribing and checking the transcriptions

The effects of using debate technique on high school students’ English-speaking performance in English version.

Data from the questionnaire were analyzed using SPSS version 20, ensuring that all 87 responses were thoroughly reviewed for any irregularities or missing information The analysis confirmed that all questionnaires met the necessary criteria, containing complete and accurate answers.

To analyze the data from the questionnaires, a Reliability Analysis Test was conducted, revealing a high reliability with a Cronbach’s Alpha of 927 Following this, a Descriptive Statistics Test calculated the mean score, maximum and minimum mean scores, and standard deviation of the questionnaire Lastly, a Frequencies Test assessed high school students' attitudes toward the debate technique in English speaking classes, examining factors such as Affective, Cognitive, and Behavioral engagement, as well as its impact on speaking skills, including Pronunciation, Fluency, Grammatical accuracy, Vocabulary usage, and Discourse coherence This comprehensive analysis aimed to compare mean scores and identify the significant effects of the debate technique on various components of English-speaking performance among participants.

To analyze data from the interviews, Braun and Clarke’s (2006) six-stage framework for thematic analysis was used The six stages of this framework are described in the following table:

Braun & Clarke’s six-phase framework for doing a thematic analysis

Step 1 Become familiar with the data, Step 2 Generate initial codes,

The research process began with a thorough reading and re-reading of the transcribed data to ensure familiarity with the content Subsequently, the data was systematically organized and broken down into smaller, meaningful segments Finally, these segments were categorized into overarching themes for analysis.

The research identified two main subthemes—positive and negative effects—related to the impact of debate techniques on pronunciation, which were consolidated into a broader theme Additionally, other significant themes emerged, including fluency, grammatical accuracy, vocabulary usage, discourse coherence, and affective engagement These themes underwent a thorough review and revision process to ensure coherence and alignment with the collected data The final analysis focused on the interactions between subthemes and main themes, leading to a comprehensive synthesis of key ideas from participant responses.

RESULTS

Students’ perceptions of their engagements in debating activities in English

4.1 Students’ perceptions of their engagements in debating activities in English speaking classes.

A questionnaire consisting of 53 items was employed to explore students' attitudes towards the debate technique in English speaking classes and its perceived effects on their speaking

This study focuses on grammatical accuracy, vocabulary usage, and discourse coherence, with data analyzed using SPSS The subsequent section introduces the first cluster of 28 questions that assess high school students' attitudes toward the use of debate techniques in English speaking classes.

A Descriptive Statistics Test was performed to determine the overall mean score of the questionnaires, along with additional metrics such as the maximum and minimum mean scores and standard deviation The findings are summarized in the table below.

N of Items Mean Maximum Minimum Std Deviation

From Table 4.1, it is seen that the mean score of the data is 4.09 which is slightly higher than the scale 4 in the five-degree scale, leaning towards positive outcomes.

A Compare Means Test was conducted to identify the most significant aspect of engagement in the use of debate techniques within English-speaking classes The results, detailed in the table below, illustrate the mean scores for each determinant.

The mean scores of students’ engagement and its determinants

Students’ engagement and its determinantsN Mean SD Affective engagement 87 3.99 91

The findings from Table 4.2 reveal that Cognitive Engagement scores the highest mean (M = 4.21, SD = 79), reflecting a strong willingness to engage in debating activities during English speaking classes Following closely, Behavioral Engagement has a mean score of 4.01 (SD = 89), indicating a solid level of participation In contrast, Affective Engagement, with a mean score of 3.99 (SD = 91), shows a comparatively lower emotional involvement in the debate-based English-speaking activities.

A Compare Means Test was conducted to analyze students' engagement levels with the debate technique in English speaking classes, comparing the mean scores of various engagement types The findings from this test reveal significant insights into student participation and interaction during these classes.

4.1.1.1 Students’ affective engagement with the use of debate technique in English speaking classes

Students demonstrate a highly positive perception of the debate technique's impact on their affective engagement in English speaking classes, as indicated by the overall data presented in the following table.

The mean scores of students’ affective engagement

Q5 Debate helps me become confident to speak English in front of my friends.

Q10 Classroom debate promotes teamwork skills and collaboration.

Q13 I demonstrate enjoyment and enthusiasm during the debate 87 3.87 87

Q14 I display anticipation and eagerness during presenting my opinions.

Q15 I show a lot of interest and involvement in the debate topic 87 4.00 91 Q16 I establish a positive connection with the audience 87 4.09 77

Q17 I convey positive energy and enthusiasm throughout the presentation.

Q18 I respond positively to audience feedback and questions during the debate.

Q19 I maintain the audience’s attention throughout the debate 87 3.69 99

Table 4.3 presents the mean scores reflecting students' affective engagement through the debate technique in English speaking classes The highest mean score is for item Q5 (M = 4.28, SD = 92), indicating that students feel most confident speaking English in front of peers during debates Item Q10 also shows a strong mean score (M = 4.16, SD = 0.91), highlighting the positive impact of teamwork and collaboration Additionally, item Q16 (M = 4.09, SD = 0.77) suggests that students feel they can effectively connect with their audience while debating Other items related to enjoyment, enthusiasm, anticipation, and eagerness during debates have slightly lower mean scores (ranging from 3.85 to 3.87) but still reflect positive engagement The item with the lowest mean score is M = 3.69.

SD = 0.99) is Q19, indicating that it may be a more challenging area for students to improve during debates.

4.1.1.2 Students’ cognitive engagement with the use of debate technique in English speaking classes

Students have a highly positive perception of the use of debate technique in English speaking classes in term of cognitive engagement The data are shown in the following table:

The mean scores of students’ cognitive engagement

1 The debate technique helps students increase learning motivation.

2 The debate technique improves listening skills 87 4.23 76 3 The debate technique improves writing skills 87 3.87 93 4 The debate technique improves reading skills 87 4.18 81 6 Debating helps me improve my English-speaking skills.

87 4.50 68 7 Debating helps me to learn many new English vocabularies 87 4.40 77

9 Debates help me have a more comprehensive understanding of the topics.

12 Classroom debate increases students’ awareness of current events and global issues.

21 I actively engage the audience in the content of the debate and encourage their participation.

22 I demonstrate a clear understanding of the content and conveyed it effectively.

23 I am aware of the audience’s understanding and adjusted my presentation accordingly.

The data presented in Table 4.4 indicates a significant positive impact of the debate technique on students' cognitive engagement in English speaking classes, with a notable mean score of 4.50 for item Q6.

Students believe that debating significantly improves their English-speaking skills, as indicated by a high mean score of 4.40 (SD = 68) They also report a strong positive effect on vocabulary acquisition through these activities However, the perceived impact on writing skills is lower, with a mean score of 3.87 (SD = 93) Furthermore, students recognize cognitive benefits from debating, as reflected in positive scores related to current event awareness, audience engagement, effective content delivery, and adapting presentations based on audience comprehension.

4.1.1.3 Students’ behavioral engagement with the use of debate technique in

The following table presents the data which illustrates the mean scores of students’ behavioral engagement with the use of debate technique in English speaking classes.

The mean scores of students’ behavioral engagement

8 Debating helps increase my classroom participation 87 4.18 92

11 It is not difficult to get members to participate in tasks in debate activity.

20 I demonstrate concentration and focus on the content throughout the debate.

24 I demonstrate voluntary involvement and initiative during the presentation.

25 I take the initiative to interact with the audience and engage them in the presentation.

26 I spend an appropriate amount of time on the task without getting off track.

27 I persist on the task without the need for support or direction.

28 I demonstrate active participation in the learning process, including concentration, attention, effort, and contribution to discussions.

Participants generally have a positive perception of the debate technique's impact on their behavioral engagement in English speaking classes, as indicated by a mean score of 4.28 (SD = 76) for item Q20, which suggests students feel they can concentrate and stay focused during debates Item Q28 also reflects this engagement, with a mean score of 4.25 (SD = 78), showing that participants view themselves as actively involved in the learning process Furthermore, items Q8 and Q24, related to classroom participation and initiative, scored above 4.0, reinforcing the positive perceptions of behavioral engagement through debates However, item Q11 had the lowest mean score of 3.64 (SD = 1.01), indicating some challenges in encouraging participation from all members during debates Other items regarding audience interaction, time management, and persistence also received positive mean scores, though they exhibited slightly higher standard deviations, suggesting variability in responses.

The analysis of data from Tables 4.3, 4.4, and 4.5 reveals that students exhibit a positive attitude towards the debate technique in their English-speaking learning experiences Participants demonstrated significant affective, cognitive, and behavioral engagement during debating activities Despite some variations in individual responses and ongoing challenges in fostering student participation, the overall findings indicate that students perceive debate as an enjoyable, stimulating, and advantageous learning method This underscores the effectiveness of the debate technique in enhancing student engagement both cognitively and behaviorally.

33 in English-speaking periods, their emotional response was slightly less positive compared to the other dimensions.

The interviews were analyzed using Braun and Clarke's six-phase framework (2006), dividing the data into two parts based on two hypotheses This section highlights students' attitudes toward the debate technique in English speaking classes, following transcription, familiarization, and coding of the data Three key themes emerged: students' attitudes toward using debate techniques in English learning, their willingness to participate in English speaking sessions with debating activities, and the perceived challenges they face when engaging in these debates.

4.1.2.1 Attitudes toward the use of using debate technique in learning and teaching English-speaking

In general, the participants revealed that debate technique is highly useful for them in learning English-speaking, described in the following table:

The usefulness of using debate technique on English-speaking performance perceived by high school students

2 Critical thinking and reflection Receiving and considering other opinions 2

According to Table 4.6, all participants highlighted the effects of using debate technique on their English-speaking performance They agreed that debate technique is

34 useful for them in improving English skills, especially in learning speaking-English. One student said:

“In my opinion, debate activities are really essential for students to practice their speaking skills when learning English at school and in everyday communication.” (Student 4, lines 195-197)

Many students recognized that engaging in debate techniques significantly enhanced their skill development Notably, five out of nine participants reported improvements in their speaking abilities, while six indicated that their argumentation skills had also advanced through participation in debating activities.

“In my opinion, debating is quite useful for learning English because it helps learners practice speaking English in a more natural environment.” (Student

“I feel that it is beneficial for students because it encourages them to speak more naturally.” (Student 8, lines 441-442)

Debating activities play a crucial role in student development, as they equip learners with the essential skills to articulate their opinions and effectively defend their viewpoints.

Summary of key research findings

This study investigates high school students' attitudes toward the use of debate techniques in English speaking classes, focusing on their experiences and challenges in implementing debate activities in the classroom Additionally, it aims to explore the perceived effects of debate techniques on students' English-speaking performance.

Research indicates that students exhibit a positive attitude towards the debate technique in English speaking classes The study highlights the significance of three types of engagement—cognitive, behavioral, and affective—when incorporating debate into English speaking curricula While the debate technique proves to be highly effective in enhancing cognitive and behavioral engagement, students' emotional responses are somewhat less favorable compared to these other dimensions.

According to the questionnaire data, students perceive that engaging in debates positively influences their English-speaking skills, enhancing areas such as pronunciation, fluency, grammatical accuracy, vocabulary usage, and discourse coherence.

The interview findings indicated that all students recognized the significance of debate techniques in improving their speaking performance While most expressed enthusiasm for participating in English debate activities, one participant hesitated for various reasons Additionally, students noted a range of effects that debate techniques had on their speaking abilities, alongside challenges they encountered The results also highlighted the positive impact of debate techniques on other English language skills, including listening, reading, and writing.

48 skills, grammar, and pronunciation It also has some positive influences on other skills,including idea generation, problem-solving skills, teamwork and collaboration, and confidence building.

Discussions

5.2.1 High school students’ perceptions of their engagements in debating activities in English speaking classes

The current study reveals that most students hold positive attitudes towards debating activities in English speaking classes, recognizing their value in providing interactive and dynamic practice opportunities These findings support the research by Apriliani, Harmayanthi, and Fitriani (2021), which emphasizes the active participation and speaking practice afforded by debate Furthermore, students reported significant improvements in articulating their viewpoints, organizing ideas effectively, and engaging naturally in speaking activities This aligns with previous studies indicating that debate techniques enhance students' speaking abilities, including expressing opinions, responding to others, and fostering active involvement in the learning process (Firmansyah).

Recent studies (Vegian, 2019; Tianame, Usman & Muslem, 2019; Rohadi, 2020; Laoli, 2021; Renaldo & Fadloeli, 2021; Nhan et al., 2022) indicate that many students have experienced an improvement in their vocabulary skills and contextual usage This enhancement has significantly boosted their confidence during English-speaking classes.

The debate technique has been identified as an effective alternative learning method in various contexts, enhancing the teaching of speaking skills and providing an enjoyable experience for both teachers and students (Apriliani, Harmayanthi & Fitriani, 2021; Firmansyah & Vegian, 2019) Current research findings align with these studies, revealing significant insights into student engagement levels in English speaking classes Notably, cognitive engagement scored an impressive mean of 4.21, indicating that students are highly intellectually involved in debate activities, which they find mentally stimulating.

Debate serves as a beneficial tool for high school students learning English, significantly enhancing their critical thinking, reasoning, and problem-solving skills The high cognitive engagement associated with debate indicates that students recognize its value in their educational journey.

With a mean score of 4.01, Behavioral Engagement ranks as the second-highest, indicating that students are actively involved in debate activities This engagement reflects their willingness to invest time in preparation and participation Interviews reveal that students see debates as a valuable opportunity to enhance their skills, such as speaking, vocabulary, and communication They also view these activities as a chance to expand their knowledge, challenge themselves, rectify mistakes, and find motivation to improve their English speaking abilities These insights are consistent with the findings of Wulandari and Ena.

Research by Laia (2019) and Hasibuan (2022) highlights that active learning through construction, creativity, group work, and knowledge sharing significantly enhances students' engagement in debating activities, ultimately improving their speaking skills While most students show positive attitudes towards these activities, some lack confidence in their English proficiency, particularly in areas like vocabulary, grammar, listening comprehension, and idea organization Nevertheless, these students express a desire to participate in future debates as they work on improving their skills Overall, students acknowledge the numerous benefits of debate activities and are motivated to engage in them to enhance their English-speaking performance.

With a mean score of 3.99, Affective Engagement is the lowest among the engagement metrics, indicating a slightly diminished emotional connection to debate activities compared to cognitive and behavioral aspects This lower score may stem from several factors, including debate anxiety, where students experience stress related to public speaking or debating in a second language Additionally, challenges in topic selection may arise, as some debate topics could be unfamiliar or disconnected from students' knowledge bases, resulting in a lack of confidence and limited ability to articulate their viewpoints effectively.

Teachers may focus more on cognitive skills like argumentation and critical thinking during debate activities rather than emotional engagement Despite some challenges, students generally view debates as enjoyable and motivating for enhancing their English-speaking skills This is supported by Firmansyah and Vegian (2019), who confirm that debate activities can provide a positive experience for both teachers and students.

The interview data reveals that students have a strong positive attitude towards using debate techniques to enhance their English-speaking skills Most participants appreciate the benefits of debate activities, particularly in improving speaking fluency, argumentation, and vocabulary acquisition They find that debating creates a natural and engaging environment for practicing speaking, which boosts their confidence and critical thinking abilities Their feedback aligns with Richards and Rodgers (2014), indicating they possess sufficient shared knowledge and diverse opinions to effectively engage in debates While the majority are eager to participate, one student expressed concerns about their English proficiency, underscoring the need for a supportive learning environment Nonetheless, this student remains open to future debates as their language skills improve, highlighting the potential for ongoing development through practice.

The interview findings reveal that students face several challenges when participating in debating activities during English speaking periods Common issues identified include difficulties with language skills such as vocabulary, grammar, sentence structure, clear expression of ideas, pronunciation, and listening abilities Most participants reported struggling to convey their arguments effectively due to insufficient vocabulary and inadequate sentence structures.

Many students face difficulties with sentence structure, vocabulary, and grammar, which hampers their ability to express ideas clearly Previous research, including studies by Nhan et al (2022), has highlighted similar challenges when using debate techniques in EFL classrooms Consistent with these findings, some students may feel uneasy sharing their opinions publicly or may lack confidence in their language skills.

In conclusion, the results of the current study are in line with the previous studies and hypothesis 1 They show the positive attitude toward the use of debate technique in

From the students' perspectives, English speaking classes present certain challenges; however, they exhibit a strong desire to participate in debating activities to enhance their speaking skills and develop other related competencies These insights are valuable for both students and teachers, highlighting the importance of incorporating more debating exercises into English-speaking sessions to maximize the benefits of this educational approach.

5.2.2 High school students’ attitudes towards the use of debate technique in English speaking classes

This study supports previous research highlighting the benefits of debate techniques in English language teaching (ELT) The findings reveal that students experience significant enhancements in their speaking skills through participation in debate activities, particularly in areas such as pronunciation, fluency, grammatical accuracy, vocabulary usage, and discourse coherence.

The current study indicates that debate activities significantly enhance students' pronunciation accuracy and fluency, aligning with Laia (2019), who highlighted the role of debate in fostering active and cooperative learning environments that improve speaking skills This suggests that engaging in debates positively contributes to pronunciation improvement by providing practice in a natural learning environment and exposure to various speech styles However, it is noted that one student reported minimal impact on their pronunciation, suggesting that individual experiences may vary.

Most participants agree that debate techniques significantly enhance speaking fluency, enabling students to communicate more smoothly and naturally This aligns with Widiawati, Ratminingsih, and Agustini's (2020) research, which found that regular debate practice improves both fluency and vocabulary Participants noted that these techniques boost their confidence and quick thinking, supporting Nasution's (2023) conclusion that English debate encourages students to improve their fluency and fosters the courage to speak up Overall, the current study reinforces previous findings that highlight the positive impact of debating on English-speaking fluency and communication skills, underscoring the supportive role of debate in developing fluency.

Limitations of the study

The study has several limitations that should be acknowledged, particularly concerning the limited number of participants, with only 87 students from a single high school involved in the data collection This small sample size may hinder the ability to generalize the findings to other similar educational settings Additionally, the research is descriptive, focusing on students' attitudes towards the debate technique in English speaking classes and its perceived impact on their speaking performance However, it is important to note that the study only captures the students' perspectives, leaving out the insights of teachers.

Pedagogical implications

The study demonstrates that the debate technique can significantly improve students' English-speaking skills However, it's crucial to acknowledge that its effectiveness may vary among students and across different areas of language learning To fully leverage the advantages of the debate technique, specific recommendations should be considered.

Incorporating debate techniques into English-speaking instruction can significantly enhance students' language skills Research indicates that debate activities not only improve speaking proficiency but also foster overall language development Therefore, educators should consider integrating more debating exercises into their lesson plans to maximize the benefits of this effective teaching method By designing lessons that include debate-related tasks, teachers can create engaging and interactive learning experiences for their students.

Teachers can enhance student engagement and learning by dividing them into teams to prepare and present arguments on specific issues from their textbooks, incorporating regular debate activities into speaking periods Scheduling debates during units focused on argumentation and public speaking is essential To address students' challenges with grammar and vocabulary in debates, teachers should integrate debate techniques with targeted speaking activities that emphasize language development Providing opportunities for self-reflection and peer analysis of speaking performance can help students identify areas for improvement After debates, discussions, written reflections, or reports on strengths and weaknesses can be beneficial Utilizing assessment checklists for self and peer evaluation allows students to review their performances directly in class or through recorded videos Additionally, reflective journals with goal-setting sessions encourage students to think critically about their achievements and areas needing improvement, facilitating growth tracking over time Finally, practice sessions with mock debates, followed by reflection, can significantly help students refine their skills continuously.

To enhance the effectiveness of debate as a teaching tool, it is essential to provide comprehensive training for teachers Despite its established presence in education, many educators lack access to effective techniques for facilitating debates in the classroom Organizing workshops and training sessions can equip teachers with strategies for managing debate activities, offering constructive feedback, and helping students formulate strong arguments Additionally, model teaching sessions should be conducted to allow teachers to observe and gain practical experience To support this initiative, educators should also receive resources such as guidance on integrating debate techniques, sample debate topics, activity suggestions, and assessment rubrics.

Last but not least, the textbook designs could be adjusted with extra-curriculum activities to create more opportunities for students to engage in debates and practice

To enhance students' speaking skills, teachers should choose relevant and engaging debate topics that align with curriculum goals and academic standards It is crucial to adapt these topics to match students' speaking levels Additionally, textbooks should include speaking activities designed to develop essential skills related to debate, such as critical thinking, persuasive writing, and public speaking.

Incorporating debate techniques into educational practices is essential for enhancing student outcomes Educators and publishers can leverage this approach by integrating debate activities into lesson plans, offering training for teachers, and revising textbook designs These measures not only improve students' speaking abilities but also promote critical thinking, persuasive writing, and public speaking skills.

Recommendations for further research

This study enhances the existing literature on debate techniques and English-speaking performance from students' perspectives through a mixed-method design, albeit remaining descriptive There is a notable scarcity of experimental studies comparing students' English-speaking performance before and after integrating debate techniques into lesson plans, highlighting a potential area for future research to explore long-term effects Additionally, while the current study focuses solely on students' attitudes, incorporating teachers' perspectives would provide a more comprehensive understanding of the topic Future research should prioritize experimental designs to evaluate the impact of debate techniques on students' English-speaking abilities and consider employing observational methods for richer qualitative insights To address the limitations of this study, it is also recommended to involve a larger participant pool to enhance the generalizability of findings, as well as to explore these topics in diverse contexts using varied research methodologies such as self-reports and tests.

Conclusion

This chapter presents key conclusions from the study, highlighting the strengths and weaknesses of the research methodology The findings indicate that students hold positive attitudes towards the use of debate techniques, which enhance their speaking performance Furthermore, the study explores the impact of debate techniques on Vietnamese high school students' speaking abilities from their perspective While students face some challenges in participating in debating activities, their attitudes towards these effects are consistent with previous research Overall, despite the challenges, debate techniques are regarded as an effective pedagogical tool for both teachers and students in English-speaking classes.

English teachers are encouraged to utilize the findings of this study to refine their speaking lesson plans By enhancing debate techniques, the effectiveness of teaching and learning speaking skills can be significantly improved.

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Questionnaire (English version)

EFFECTS OF DEBATE TECHNIQUE ON VIETNAMESE HIGH

SCHOOL STUDENTS’ SPEAKING PERFORMANCE: A STUDY

All data collected from this questionnaire will be used only for this study and not for any other purposes Thanks for your cooperation.

Part II: Students’ perceptions of the importance of debate technique in English speaking periods

Choose from the scales of “strongly agree”, “agree”, “neutral”, “disagree”, and

“strongly disagree” as you respond to each item by putting a tick (✓) into the column that best represents your level of agreement, using follow scale:

Statements Strong ly ral rongly disagre e agree

1.The debate technique helps students increase learning motivation.

2.The debate technique improves listening skills.

3.The debate technique improves writing skills.

4.The debate technique improves reading skills.

5.Debate helps me become confident to speak English in front of my friends.

6.Debating helps me improve my

7.Debating helps me to learn many new

8.Debating helps increase my classroom participation.

9.Debates help me have a more comprehensive understanding of the topics.

10.Classroom debate promotes teamwork skills and collaboration.

11.It is not difficult to get members to participate in tasks in debate activity.

12.Classroom debate increases students’ awareness of current events and global issues.

Part III: Students’ perceptions of their use of debate technique in English speaking periods

Choose from the scales of “strongly agree”, “agree”, “neutral”, “disagree”, and

“strongly disagree” as you respond to each item by putting a tick (✓) into the column that best represents your level of agreement, using follow scale:

Statements Strong ral disagre ly agree rongly e

13.I demonstrate enjoyment and enthusiasm during the debate.

14.I display anticipation and eagerness during presenting my opinions.

15.I show a lot of interest and involvement in the debate topic.

16.I establish a positive connection with the audience.

17.I convey positive energy and enthusiasm throughout the presentation.

18.I respond positively to audience feedback and questions during the debate.

19.I maintain the audience’s attention throughout the debate.

20.I demonstrate concentration and focus on the content throughout the debate.

21.I actively engage the audience in the content of the debate and encourage their participation.

22.I demonstrate a clear understanding of the content and conveyed it effectively.

23.I am aware of the audience’s understanding and adjusted my presentation accordingly.

24.I demonstrate voluntary involvement and initiative during the presentation.

25.I take the initiative to interact with the audience and engage them in the presentation.

26.I spend an appropriate amount of time on the task without getting off track.

27.I persist on the task without the need for support or direction.

28.I demonstrate active participation in the learning process, including concentration, attention, effort, and contribution to discussions.

Part IV: Students’ perceptions on the effects of debate technique on their

When responding to each item, please select your level of agreement using the following scale: "strongly agree," "agree," "somewhat agree," "disagree," or "strongly disagree." Indicate your choice by placing a tick (✓) in the corresponding column.

Some what agree e Stron gly agree

I think using debate technique in

English speaking periods can help me to….

29.pronounce sounds of the language, including consonants, vowels, and diphthongs correctly.

30.have a correct placement of stress on syllables within words and the appropriate use of intonation patterns to convey meaning and express emotions.

31.speak with a natural rhythm and flow without interruptions or monotony in speech due to pronunciation.

32.link words together smoothly and naturally in connected speech.

33.have clear and understandable pronunciation to listeners.

34.ensure clear communication by speaking neither too fast nor too slow.

35.adjust my speaking pace to include pauses that help listeners understand my message and follow along more easily.

36.maintain a smooth flow of speech by minimizing the need to repeat or correct myself during conversation.

37.express my ideas without interruptions, maintaining a steady flow of speech.

38.maintain clarity in my speech by organizing my thoughts logically and connecting them effectively.

39.accurately use grammatical structures like verb tenses and subject verb agreement in my spoken language.

40.express my ideas with precision and clarity by using a variety of grammatical structures, including complex sentences and conjunctions.

41.evaluate my overall grammatical proficiency by examining the frequency and severity of errors in my speech.

42.use diverse and rich grammatical structures to express myself effectively.

43.use grammatical structures appropriately based on the context.

44.demonstrate a wide range of vocabulary knowledge and use synonyms, antonyms, and idiomatic expressions appropriately.