Rationale
English has emerged as a dominant global language in the era of Industrial Revolution 4.0, with approximately 400 million native speakers and 1.6 billion individuals using it as a second language Its significance is undeniable, leading to its widespread teaching and learning across the globe.
The primary goal of learning foreign languages is effective communication, making it essential for language learners to be able to use the language upon completion of their studies Speaking is a crucial skill in English language education, introduced as early as kindergarten However, despite ongoing efforts, many students struggle to achieve fluency Aulia Putri (2016) highlights the challenges of teaching English as a second language, particularly in speaking While students may comprehend their teachers, they often face difficulties communicating with native speakers, which can diminish their motivation to learn This issue may stem from classroom dynamics, where speaking activities frequently emphasize grammar rather than real-life interactions To enhance student engagement and proficiency, English teachers must prioritize activities that reflect authentic communication scenarios.
Xi Liu (2010) emphasizes the importance of motivating students in English speaking instruction, as many currently exhibit passivity and disinterest in traditional learning methods This lack of engagement often stems from boredom with conventional approaches, such as rote memorization of texts Consequently, understanding the reasons behind students' low motivation and identifying effective solutions are crucial for enhancing English speaking teaching practices Dobson (1987) highlights that successful speaking instruction requires specific strategies to foster student engagement and enthusiasm.
Improving students' speaking skills can be effectively achieved through various instructional techniques, including dialogues, small-group discussions, debates, songs, and games According to Lorika Malasari and Sri Erma Purwanti (2018), debate techniques offer several advantages, such as fostering a sense of responsibility in students, encouraging creativity, and motivating them to engage more actively in speaking activities.
Debate is an effective strategy for enhancing speaking skills, as it involves a structured discussion where participants argue for and against ideas This practice not only improves English proficiency but also fosters logical and critical thinking, public speaking abilities, and the skills to formulate, present, and defend arguments (Freely, 1969) According to Maryadi (2008), engaging in debate motivates students to think critically and defend their viewpoints, ultimately aiming to persuade others (p 16).
The writer aims to conduct a study titled "Using Debate to Enhance High School Students' Motivation in Learning Speaking Skills," focusing on improving speaking skills among high school students This research seeks to highlight the importance of developing speaking skills in students and provide effective solutions for teachers in teaching these essential skills.
Previous research
Debate is a structured discussion where opposing viewpoints are presented, making it a popular activity in educational institutions As a key component of English competitions, debate involves articulating arguments for and against specific propositions This practice not only enhances students' ability to defend their opinions but also improves their English fluency and expression of feelings.
Fernandes Arung (2016) explores the effectiveness of the debate technique in enhancing students' speaking skills within a classroom setting This research, conducted as a classroom action study over two cycles, utilizes both testing and observational methods for data collection The findings indicate a notable improvement in students' speaking abilities following the implementation of the debate technique.
The implementation of the debate technique in teaching speaking at SMA Negeri 1 Lasusua in Indonesia was analyzed over two cycles with 29 students in class XI/IPA 2 The study revealed that this technique significantly enhances students' speaking skills, as evidenced by their test scores, which increased from an average of 64 in the first cycle to 78.4 in the second cycle.
Astri and Ouda (2018) investigate the impact of debate activities on high school students in Indonesia, focusing on their perceptions of how these activities enhance speaking skills The study involves eight participants from a public school's debate extracurricular club and employs a descriptive-qualitative research approach Data is gathered through observations, questionnaires, and interviews, with three observations of debate sessions conducted The findings indicate that participation in debate activities significantly enriches students' vocabulary, boosts their confidence, and enhances their public speaking abilities.
A study by Umar (2016) aimed to enhance the speaking abilities of third-semester students through the implementation of debate techniques and peer assessment Utilizing classroom action research over two cycles, each consisting of four meetings—three focused on debate implementation and one on a speaking test—the study employed various data collection instruments, including observation checklists, field notes, score sheets, and questionnaires Results indicated that success criteria were met by the second cycle, with significant improvements in both student scores and classroom atmosphere Specifically, the average speaking test scores increased from 60 in the pre-test to 69 in cycle 1, and finally to 75 in cycle 2, demonstrating a notable progression in student speaking abilities from "fair" to a higher level of proficiency.
„good‟ The classroom atmospheres are also increasing positively The result shows that the students gradually can express their thought and opinions in debate practice
This activity fosters student creativity by encouraging them to articulate their arguments based on familiar motions As they engage in debate practice, they enhance both their fluency and confidence in speaking, making it easier for them to express their ideas on various topics.
Astri Wulandari (2017) conducted qualitative research involving eight members of the debate extracurricular at SMAN 8 Yogyakarta, Indonesia The study included three observations of debate activities, followed by questionnaires and interviews with the participants Findings revealed that students held a positive perception of debate activities in enhancing their speaking skills, with 62.5% strongly agreeing and 37.5% agreeing that debate improved their speaking abilities Additionally, 25% of respondents strongly agreed and 75% agreed that debate expanded their English vocabulary The research highlighted that debating teaches students to organize their thoughts and prepare speeches, ultimately improving their public speaking attitudes and skills.
In conclusion, while numerous studies have explored the impact of debate techniques on English language learning among high school students, there is a lack of research specifically addressing how debate influences motivation in speaking skills at Viet Tri Industrial High School Therefore, this study aims to investigate the effects of debate on enhancing students' motivation in learning speaking skills.
Research purposes
- Finding out benefits of students‟ motivation in teaching and learning speaking skills with debate technique
Based on the study's findings and current circumstances, the author offers suggestions to enhance the effectiveness of teaching speaking skills through debate while addressing existing challenges.
Research questions
Dealing with the above-mentioned rationale above, the writer formulated the research questions as follows:
- What is the current situation of using debate in teaching and learning speaking skills of high school students?
- How much improved is the high school students‟ motivation improved after using debate in learning speaking skills?
Methodology
In order to accomplish this thesis systematically and adequately, the following methods will be used:
- Theoretical research method: Studying the related documents to give some knowledge about speaking skills and features of debate
- Investigating methods: Survey questionnaires for students and teachers, ask students and teachers some questions to confirm the results of survey questionnaires
- Mathematical statistical method: Calculating the data collected from survey questionnaires and observation to get the final results
The experimental method was employed to assess the effectiveness of debate in boosting students' motivation to improve their speaking skills This approach involved using debate as a tool to enhance speaking proficiency The research conducted a comparative analysis to evaluate the viability of debate as an effective strategy for developing speaking abilities.
Data collection instruments
- Survey questionnaires: They are used to collect information about the situation of learning speaking skills
- Classroom observation: It is applied to record information from teachers after course.
Participants
Twenty students from class 10C at Viet Tri Industrial High School in Phu Tho province were randomly selected for an experiment using a pre-experiment questionnaire The selection was not based on academic performance or specific criteria Due to time limitations, only these 20 students were chosen to participate, while the remaining classmates engaged in observing, learning, and providing feedback throughout the process.
Two English teachers from class 10C will serve as observers during the experiment, utilizing observation checklists to provide objective feedback on the outcomes Having taught the students directly, these teachers possess a deep understanding of their students' abilities and personalities, allowing them to offer insightful comments based on the observable changes in students following the experiment.
Significance of the research
This study aims to enhance English teaching and learning in high schools, specifically at Viet Tri Industrial High School It highlights the effectiveness of debate as a teaching technique for English teachers to boost student motivation in speaking skills Additionally, the research encourages students to engage more actively and improve their language competence during speaking lessons.
Research scope
This study narrows the focus of language competence to the specific context of high school students at Viet Tri Industrial High School, allowing for a more in-depth analysis within a limited timeframe.
Outline of the study
The introduction outlines the study's background and problem statement, detailing its aims and objectives It presents the research questions guiding the inquiry and defines the study's scope Additionally, the methodology employed is described, highlighting the significance of the research and its contributions to the field Finally, the organization of the thesis is briefly explained to provide a clear roadmap for the reader.
Part B will be sub-divided into four chapters
This chapter presents theoretical background of speaking skill and extracurricular activities Those are important factors which help the researcher solved problem in this research
In this chapter, the researcher mentions the participants, research method, instruments used, and description about the step to carry out the research
This chapter analyzes data to evaluate the current use of debate as a teaching method for enhancing speaking skills at Viet Tri Industrial High School It discusses the pedagogical implications of utilizing debate techniques to boost student motivation in learning English speaking skills.
THEORETICAL BACKGROUND
METHODOLOGY
Research setting
Viet Tri Industrial High School of Phu Tho People's Committee
Viet Tri Industrial High School is a school with a long history established in
1973 and located in Thanh Mieu Ward, Viet Tri City, Phu Tho Province
Since its inception, Viet Tri Industrial High School has consistently strived for development, upholding a long-standing tradition of excellence in teaching and learning In recent years, the school has prioritized enhancing the quality of comprehensive education, ensuring effective mass education, and improving specialized training These efforts are reflected in outstanding student performance in competitions and high rankings in annual university and college entrance exams, positioning the school among the top high schools in the province.
The school has achieved significant recognition over the years, receiving the Third Class Labor Medal in 1998 and the Second Class Labor Medal in 2002 It has consistently been acknowledged as an excellent and advanced unit, leading as a top institution in the province and the Ministry of Education and Training for three consecutive years from 2003 to 2006 Additionally, in the 2006-2007 school year, the school was honored with a Certificate of Merit from the Prime Minister.
During the 2007-2008 school year, the school received the prestigious First Class Labor Medal, highlighting its commitment to excellence The Party cell has consistently been acknowledged as a clean and robust unit, while the school's mass organizations have also earned recognition as strong entities.
For 48 years, Viet Tri Industrial High School has upheld a proud tradition of excellence in teaching and learning Both teachers and students are committed to furthering this legacy, striving to earn the trust and affection of the Party Committee and the people of Viet Tri city.
Subject of the research
Applying debate techniques to enhance language competence of students grade 10C at Viet Tri Industrial High School.
Participants of the research
Data collection instruments
To address the research questions, two tailored questionnaires were administered, designed specifically to meet the study's objectives These questionnaires captured student responses both before and after the experiment, allowing for a comprehensive analysis of their perceptions and experiences throughout the research process.
Questionnaire 1 (see Appendix 1) consists of 10 items that were given to the students to survey the current situation in learning speaking at Viet Tri Industrial High School The survey questionnaire includes three main parts:
Part one focuses on collecting information about the students‟ background: Their majors and English learning experience (Question 1)
Part two aimed at collecting information about the student‟ attitudes towards English learning speaking (Question 2,3), their perspectives towards speaking skills (Question 4,5,6)
Part three deals with students‟ preferences and experiment with the debate in learning English speaking skills (Question 7,8,9)
Questionnaire 2 (see Appendix 2) consists of 10 items that were given to the students to survey the result of the experiment after applying debate in teaching speaking skills at Viet Tri Industrial High School The survey questionnaire includes four main parts:
The first part dealt with the student‟s feelings and attitude towards the debate technique (questions 1 and 2)
The second part investigated the students‟ evaluation of the effectiveness of debate used in speaking lessons (Questions 3 and 4)
The third part investigated the students‟ awareness of debate used in speaking lessons (Questions 5, 6, 7 and 8)
The last part elicited the students‟ suggestions to improve the debate technique used in learning speaking skills (Questions 9 and 10)
2.4.2 Observation a, Reason to choose observation
To evaluate the impact of student motivation on learning and teaching speaking skills, it is essential for the researcher to conduct observations before and after the implementation of debate activities.
Richards (1992) highlights observational methods as systematic techniques used to study language use and classroom events These methods focus on exploring classroom dynamics rather than assessing or making generalizations, ultimately serving to enhance the teacher's professional development.
This method significantly enhances the effectiveness of questionnaires, leading to clearer and more impactful data collection These advantages motivate researchers to adopt this approach.
46 some classroom observations with the aims of finding out problems facing students in classes b, Description of observations
The observation checklists were utilized to assess the effectiveness and changes in students' motivation for using debate as a method to enhance their speaking skills During the experimental lessons, the researcher invited fellow English teachers to observe the class and utilize the observation sheets, aiding in data collection and analysis to draw conclusions The observers acted as non-participants, documenting students' activities throughout the lessons using the designated observation checklists.
Research procedure
To complete the study, the researcher carries out the following procedures
Firstly, the researcher reviews the theoretical background related to the topic: Overview of speaking skill and debate
The study examines the current state of teaching and learning speaking skills at Viet Tri Industrial High School To achieve this, the researcher analyzed and discussed data obtained from survey questionnaires and experiments.
Thirdly, the researcher carries out an experiment using debate within 06 weeks
The effectiveness of the debate is assessed through a questionnaire, leading to a summary of the key research findings The researcher discusses the implications of these findings, acknowledges the study's limitations, and offers suggestions for future research and recommendations.
This chapter outlines the study's methodology, detailing the participant selection, data collection techniques, and analysis procedures The research focuses on students from Viet Tri Industrial High School.
The data is collected within 06 weeks by two instruments: questionnaires and observation The next chapter deals with the analysis of the results received from the students‟ questionnaires, observation.
FINDINGS AND MEANINGS
After experiment
3.2.1 Description of the experimental teaching
Over a six-week period, a researcher conducted an experiment focused on enhancing speaking skills through debates in a selective class at Viet Tri Industrial High School The study involved three speaking sessions and covered units 7, 8, and 9 of the curriculum for the 10C class.
The researcher distributed the survey form to the selected students, then hold meetings
During the initial meeting, students completed Questionnaire 1 to provide essential data for the researcher They were then organized into four teams, each consisting of five members, to facilitate group collaboration The students received an introduction to the structure and rules of debates, along with the specific roles each team member would undertake To assist with their preparation, the teacher provided a sample planner worksheet (Appendix).
5) to use to plan their debate
After ensuring all students were informed about the debate, the organizer introduced the first topic from Unit 7 – Cultural Diversity: "We should combine the Lunar New Year with the New Year." Using a debate technique, teams were drawn for the initial confrontation Team members collaborated to generate opinions and material for their arguments The two teams not selected to debate would assist the test teams and document their arguments throughout the debate.
In the second week, the researcher applied the debate in the speaking part at lesson unit 7 description and plan
Unit 7: Cultural Diversity (see Appendix 6)
Know how to use words and phrases related to topic
Be motivated to practice speaking skills
- The students work in teams to fill their case preparation template (at the first week)
- The students conduct the debate in the week with a period of 45 minutes
- The teacher conducts the evaluation and selects a team with the better
55 argument Then, the teacher collects the observation to get the research data
In the third week, the researcher enhanced students' understanding of Unit 8: New Ways to Learn by facilitating a debate on the topic of allowing personal electronic devices in classrooms.
In the fourth week, the two teams that were not selected initially will engage in a debate The teacher will assist them with a case preparation template, while their peers will offer support and feedback on the debates of the chosen teams.
In the fourth week, the researcher applied the debate in the speaking part at lesson unit 8 description and plan
Unit 8: New ways to learn (see Appendix 7)
Know how to use words and phrases related to topic
Be motivated to practice speaking skills
- The students work in teams to fill their case preparation template (at the third week)
- The students conduct the debate in the week for a period of 45 minutes
- The teacher conducts the evaluation and selects a team with the better argument Then, the teacher collects the observation to get the research data
In the fifth week, the researcher enhanced students' understanding of Unit 9: Preserving the Environment by facilitating a debate on the necessity of eliminating plastic from the Earth.
During the sixth week, the winners from the second and fourth weeks engaged in a debate, with the teacher assisting them in utilizing the case preparation template Meanwhile, other participants offered support and feedback on the selected teams' debate performance.
In the sixth week, the researcher applied the debate in the speaking part at lesson unit 9 description and plan
Unit 9: Preserving the environment (see Appendix 8)
Know how to use words and phrases related to topic
Be motivated to practice speaking skills
- The students work in teams to fill their case preparation template (at the third week)
- The students conduct the debate in the week for a period of 45 minutes
- The teacher conducts the evaluation and selects a team with the better argument Then, the teacher collects the observation to get the research data
After that, the researcher handed out the questionnaire number 2 to students, collected data, and conducted the analysis
3.2.2 Result from students’ questionnaire after the experiment
Students’ feeling and attitudes towards debates used in speaking lessons
The data indicates that only a small percentage of students strongly agreed that debates significantly boosted their motivation and confidence However, many students acknowledged that participating in debates provided them with more opportunities to practice and increased their speaking time When inquired about their preference for debates, a considerable number of students expressed a favorable opinion.
20 students liked (12 students like and 8 students like) applying debates in speaking lesson From the survey result, the researcher saw that the students had positive attitudes
In a recent study, students were surveyed about their interest in incorporating debates into speaking lessons The results showed that all participants, comprising 10 students who were very interested and 10 who were interested, expressed a strong preference for using debates in their English learning They noted that debates not only captured their attention but also fostered an engaging atmosphere in the classroom Furthermore, students highlighted that debates provided a valuable opportunity to practice English, significantly enhancing their language skills and motivation to learn.
Students’ evaluation of the effectiveness of using debates in speaking
In the following figure please indicate your evaluation of the effectiveness of debates that the teacher had implemented in speaking lessons
Figure 3.9 Students’ evaluation of the effectiveness of debates
B Having more time to practice speaking
C Being confident to talk in front of a crowd
D Being more comfortable when expressing your ideas in English
Students' evaluation of effectiveness of debates
Strongly agree Agree Neutral Disagree Strongly disagree
The chart indicates that a small number of students strongly agreed that debates enhance their motivation and confidence, while also providing additional practice time that boosts their speaking skills Over 55% of students reported an increase in motivation and confidence, with approximately 25% feeling more assured in using English during class Furthermore, some students expressed the belief that participating in debates fosters motivation to articulate their thoughts in English and improves their fluency.
A recent study revealed that 90% of students experienced increased motivation to learn speaking skills through the use of debates in experimental teaching, highlighting the effectiveness of this technique Only 10% of students reported minimal improvement, indicating a need for teachers to enhance the design and execution of debate activities to maximize student engagement and learning outcomes.
Students’ difficulties of using extracurricular activities in speaking
In a recent survey, students identified key challenges they faced during debates, with 55% citing a lack of knowledge on the topic as the primary difficulty Additionally, 25% of students reported that unequal distribution of responsibilities in teamwork contributed to their struggles, while 20% pointed to a limited vocabulary as another significant barrier.
Figure 3.10 The factors cause the difficulties for students
Teachers identified that addressing students' background knowledge (50%) and motivation (40%) is essential before implementing debate techniques to enhance speaking skills Only 10% of respondents highlighted students' cooperation as a challenge, while pronunciation was not considered a significant factor These insights from the survey can guide educators in effectively integrating debate techniques into their teaching practices for improved speaking skills.
The factors cause the difficulties for students
The number of members in a group Lack of knowledge about the topic
Students' inequality of splitting the responsibilties Lack of vocabulary
The factor cause difficulties to teachers
Being unable to take students’ co-operation Being unable to elicit students’ motivation Being unable to strengthen students’ background knowledge Being unable to improve students’ pronunciation
Figure 3.11 The factors cause the difficulties to teachers of using debate technique in teaching speaking skills
Students’ awareness of using debates to enhance motivation in learning speaking skills
In a recent survey on the impact of debates on speaking skills, students reported increased motivation due to several key factors Thirty percent of students appreciated the opportunity to practice before presenting, while another thirty percent valued the freedom to express their ideas Additionally, twenty-five percent noted that engaging in discussions with peers contributed to their motivation Only fifteen percent of students felt that group participation enhanced their learning motivation Overall, the friendly atmosphere during debates fostered active participation and improved speaking skills among students.
Figure 3.12 The ways that helped students’ motivation in speaking be improved
To excel in speaking lessons through debate, students identified key factors contributing to their learning experience Self-confidence emerged as the most crucial element, with 50% of students agreeing on its importance Background knowledge followed closely, endorsed by 30% of participants, while cooperation was recognized by 20% These insights highlight that students accurately understood their roles in the educational process, with confidence playing a significant role in motivation and ultimately influencing their academic success.
The ways that helped students' motivation in speaking be improved
Taking part in a group Practicing before presentingExpressing your ideas/thoughts freely Discussing with others
Figure 3.13 The aspects of a good learner in speaking lessons with debate
Findings and discussion
A researcher conducted a six-week experiment with 20 students from class 10C at Viet Tri Industrial High School to assess the impact of incorporating debates into speaking lessons The findings revealed that students were notably excited and motivated, leading to a significant increase in their participation in both debates and speaking activities.
Incorporating debate into speaking classes significantly enhances student motivation, particularly among intermediate and advanced learners who have received proper guidance Teachers have observed that debates encourage students to actively express their arguments, boosting their confidence even if their language structure isn't perfect Additionally, student questionnaires indicate that participating in class debates empowers them to speak up and share their ideas, making the experience enjoyable rather than monotonous Overall, debates create an engaging learning environment that fosters active participation and enjoyment in speaking activities.
Participating in debates allows every student to engage actively, enhancing their speaking skills significantly As students practice debating, they gain numerous opportunities to refine their speaking abilities Consequently, debate classes prove to be an effective method for teaching speaking, fostering a more active, enjoyable, and confident environment for students to express their ideas in English.
Based on questionnaire results and classroom observations, it is evident that both students and teachers prioritize English language development The school supports this commitment by providing a language laboratory for enhancing listening skills and offering a variety of English materials in the library for student access Additionally, teachers employ interactive teaching methods, such as debates, to encourage student participation and improve speaking skills.
Based on class observations, the teacher effectively prepares for instruction by implementing three key phases of teaching: pre-teaching, whilst-teaching, and post-teaching During the pre-teaching phase, she engages students with warming-up questions that introduce the material and clarifies the lesson's objectives In the whilst-teaching phase, the teacher outlines the rules for student participation and actively monitors their engagement throughout the debate.
In post-teaching, the teacher discusses the students‟ problems during the teaching- learning process The last thing that she did in post-teaching is concluding
In managing the classroom, the teacher effectively employs group work to enhance speaking skills through debate She organizes students into small groups for discussions, which are later expanded to include the entire class While facilitating these debates, the teacher circulates among the groups, overseeing activities and providing motivation Additionally, she acts as a prompter, assisting students who struggle to articulate their ideas.
The author proposed implementing debate as a powerful method to boost motivation in speaking skills among 10C students at Viet Tri Industrial High School This approach aims to improve their learning experience and engagement in language acquisition.
An action plan was implemented to enhance students' speaking skills through debates in English lessons This study aimed to evaluate the effectiveness of debates in improving speaking abilities and to explore students' attitudes towards their use in language learning The subsequent section will discuss the research findings derived from the analysis of the action plan's implementation.
Implications
The study highlights a strong consensus among teachers and students at Viet Tri Industrial High School regarding the need for debate to boost students' motivation in learning speaking skills Both groups recognize that debate techniques enhance educational standards, particularly in English as a Foreign Language (EFL) They advocate for the integration of debates across all educational levels to effectively engage students in their learning journey To maximize the benefits, it is essential to implement debates in every classroom, requiring collaborative efforts from all educational stakeholders Teachers should be encouraged to incorporate language-based debates as a core strategy in Teaching English as a Foreign Language (TEFL) while carefully selecting techniques that foster a positive learning environment, enabling students to refine their language skills and discover their potential.
Creative teaching methods are essential for engaging students in learning English, as it can be a challenging subject for many Teachers should strive to make the learning experience enjoyable and motivating by understanding their students' psychological conditions and preferences By tailoring their teaching styles to align with what students like and dislike, educators can foster a more effective and interesting learning environment for mastering the English language.
Mastering the English language is essential for students, as it enhances their communication skills and academic performance Additionally, developing critical thinking abilities is crucial for effectively addressing challenges Students should also cultivate confidence in their speaking skills during class discussions.
This study focuses specifically on the use of debate techniques in teaching English speaking Acknowledging its limitations, the researcher recognizes that the findings are not exhaustive However, it is hoped that this research will inspire further exploration into the implementation of debate techniques in the teaching and learning process from various perspectives.
The conclusions of the study are organized into three key sections: a summary of the findings, an overview of the study's limitations, and suggestions for future research The researcher concludes by summarizing the main insights gained from the study.
Through a comprehensive analysis of the data gathered from questionnaires and action research, the researcher identified key findings that address the research questions These findings can be summarized as follows:
At Viet Tri Industrial High School, speaking lessons often lack engagement and effectiveness, as students have limited opportunities to practice conversation skills Instead of focusing on interactive speaking activities, lessons primarily revolve around textbooks with simple structures, leading to a less dynamic learning environment Teachers consistently emphasize these traditional methods, which may hinder students' speaking development.
66 importance of the grammar and spent much of time to practising structures drills In addition, the debate was rarely taken place in class at Viet Tri Industrial high school
Teachers usually taught the speaking lesson by presentation, seldom using discussion or debate, or communicative activities Therefore, the classroom was not dynamic and not students – centred
Teachers and students face significant challenges in English speaking education, primarily due to students' limited vocabulary, low self-confidence, and lack of motivation, alongside unsuitable teaching materials Additionally, existing teaching methods often fail to engage students effectively, despite teachers employing diverse techniques To address these issues, debates have been introduced as a strategy to boost student motivation and improve speaking skills.
Research findings indicate that teachers found debate to be a valuable teaching tool, enhancing students' confidence and motivation while encouraging natural English usage on topics of interest However, both teachers and students faced challenges; teachers noted limitations in students' speaking abilities, which hindered the frequent use of debate in the classroom Similarly, students struggled with confidence and vocabulary, making it difficult for them to express themselves assertively.
Students showed enthusiasm for participating in debates, which significantly boosted their interest in speaking This suggests that incorporating the communicative approach, especially through debates, can effectively enhance students' engagement in learning English speaking skills It is anticipated that this method will become increasingly beneficial and widely implemented in educational settings.
In conclusion, this study highlights the importance of incorporating debate as a valuable resource for English teachers It examined students' attitudes towards teacher-led debates, the current utilization of these activities, and students' expectations at Viet Tri Industrial High School The findings aim to enhance the effectiveness of debate in the classroom.
67 study would make a small contribution to better the current situation of teaching and learning English speaking skill at Viet Tri Industrial school
Despite the author's diligent efforts in conducting this study, limitations in research experience and time have led to unavoidable errors and shortcomings Notably, the research was confined to grade 10 students at Viet Tri Industrial High School, which may restrict the generalizability of the findings to a broader student population Additionally, the study focused solely on speaking skills, leaving other skills unexamined.
To enhance the reliability and validity of the results, the author should utilize a combination of data collection tools to effectively evaluate students' speaking abilities before and after implementing debate activities Despite certain limitations, the author is confident that this study will significantly benefit the teaching of speaking skills at Viet Tri Industrial High School, potentially leading to noticeable improvements in students' speaking proficiency.
3.Suggestions for the future study
Debate is a valuable speaking teaching technique that has been extensively researched by educators over the years While this study focused on a specific aspect of debate, it highlights the need for further research to explore its full potential in educational settings.
This article compares students' speaking performance in debate styles, specifically examining the effectiveness of debate control through cues and information versus control through situational goals It also distinguishes between scripted and non-scripted debate formats, highlighting the impact of these different approaches on students' abilities to articulate their arguments effectively.
The effects of debate on students‟ English speaking ability attitutes/motivation in speaking classes should be studied
A study on using debate to enhance students‟ motivation in learning speaking skills
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