INTRODUCTION 1.1 Rationale for the study
Research questions
The study is conducted to answer the following questions:
How is the reality of teaching and learning English debating skills in Haiphong Management and Technology University?
What difficulties do HPU 3rd year English majors face in English debating skills?
What are the factors influencing debating skills of 3 rd years English majors?
How to figure out activities to improve debating skill for third year English major at HPU?
Scope of the study
This study aims to explore the challenges faced by third-year English majors and provide strategies to enhance their debating skills Due to the limited personal experience of the researcher and the extensive range of available resources, the focus will be narrowed to this specific group of students The goal is to identify common difficulties and propose effective solutions to help improve their debating abilities.
Design of the study
The study contains of four chapter:
Chapter 1: The introduction are aims, scope, and the design of the study
Chapter 2: Literature review are three part:
Chapter 3: Activities to improve debating skills for third year English major at HPU
LITERATURE REVIEW 2.1 The nature of debating skills
Structure of a debate
High school and college debate leagues utilize various structures, but they share common elements Each debate features two opposing sides: the proposition, which advocates for the adoption of a resolution, and the opposition, tasked with refuting it.
There are multiple formats a debate can follow and this is a basic debate structure:
Each debate revolves around a specific topic known as a resolution or motion, which can take the form of a statement, policy, or idea Typically, this motion proposes a change to the existing state of affairs or presents a statement that can be classified as either true or false.
• There are two teams of three speakers:
The Affirmative team support the statement
The Negative team oppose the statement
• Sometimes you will be asked to take a position in the debate but in other debates, you will be allocated your position
• Teams are provided with time to prepare - usually one hour
• Each speaker presents for a set amount of time
In a typical debate format, speakers alternate between the two teams, beginning with a member from the Affirmative team This is followed by a speaker from the Negative team, then the second speaker from the Affirmative team, and finally, the second speaker from the Negative team, creating a structured order for the debate.
Deputy Leader of the Opposition
• The debate is then judged
• There may be an audience present but they are not involved in the debate
Once you have learned how to debate in one format you can easily switch to another
Resolutions can take various forms, typically serving as statements of policy or values Common examples include declarations such as "Be it resolved, English is essential in the technology-driven 4.0 age," or questions like "Be it resolved, should students have part-time jobs while studying?" In many debate formats, a policy resolution often necessitates a change from existing policies, which positions the opposition team to defend the status quo.
Usually, there is also a judge present in the debate whose job is to decide the winner
There are various types of debate, including Academic Debate, Public Forum, Presidential Debate, Informal Debate, and MUN Debate, with Academic Debate being the most prevalent This form of debate primarily focuses on social issues and aims to enhance students' attitudes and skills, making it a popular choice for school debate competitions This study will concentrate on research related to Academic Debate.
Academic debate is an educational activity organized by institutions to enhance students' learning experiences Its primary goal is to enable well-matched opponents to deliver balanced arguments and present evidence on significant issues This practice has a rich history, dating back to around 481 BC.
Academic debate, which has roots dating back to 411 B.C., remains a prominent educational method in American colleges, particularly through debate tournaments This informal style of debate enables students to articulate their opinions systematically while backing their arguments with factual evidence The primary goal of academic debate is to foster advanced debating skills, enhance critical thinking abilities, and boost students' confidence in engaging in discussions and dialogues within the academic community.
Participating in college debate offers students numerous benefits, such as heightened awareness of social issues, enhanced critical thinking and communication skills, and a deeper appreciation for change and academic research The core philosophy of college debate emphasizes the importance of learning over winning, encouraging students to explore multiple perspectives on issues and make informed decisions regarding public interest.
Debate in a college setting allows students to apply their understanding of debate principles while cultivating essential skills and attitudes This experience closely simulates real-life debates, enhancing their critical thinking and communication abilities Ultimately, engaging in debate fosters a deeper appreciation for the art of argumentation and its relevance in various contexts.
12 political and public issues alive in the hearts and minds of the academic community
Below are descriptions some of the most common debate format: Team Policy Debate, Lincoln Douglas Debate, NDT Debate, CEDA Debate and Parliamentary Debate
Team policy debate is the oldest and most popular format in American high schools, featuring two teams: the Affirmative (Aff) and the Negative (Neg) Each team consists of two debaters, resulting in a total of four participants in the debate, excluding the judge and audience.
A team policy debate comprises eight speeches, divided into two segments: the first four are constructive speeches where teams present their key arguments, while the last four are rebuttals, focusing on extending and applying previously stated arguments instead of introducing new ones Each speech has a designated time limit, ensuring a structured and efficient debate format.
Speech: 1AC 1NC 2AC 2NC 1NR 1AR 2NR 2AR
Time: 8 min 8 min 8 min 8 min 4 min 4 min 4 min 4 min
(A stands for Affirmative, N for Negative, C for Constructive, R for Rebuttal.)
In this debate structure, the affirmative team plays a crucial role by both initiating and concluding the discussion, while the negative team presents two consecutive speeches, starting with the first negative rebuttal (1NR) that follows the second negative constructive (2NC) This format has been traditionally established in debate practices.
In debate teams, members typically alternate speeches, with each individual responsible for specific roles such as the 1AC and 1AR or 2NC and 2NR However, there are instances where this format can be adjusted For example, affirmative teams may adopt an "inside-outside" strategy, where the weaker member presents the 1AC and 2AR, while the stronger member delivers the 2AC and 1AR.
In team policy debate, a 3-minute cross-examination follows each of the first four constructive speeches, conducted by the speaker from the opposing side who is not delivering the next speech For example, the 2NC will cross-examine after the 1AC, unless the affirmative team employs an "inside-outside" strategy If cross-examination is omitted, speech durations typically extend to 10 minutes for constructive speeches and 5 minutes for rebuttals.
In team policy debate, resolutions are typically policy-based, often focusing on a specific chairman policy The affirmative team supports the resolution by presenting a particular example, referred to as a "case," which, if proven true, validates the broader proposition For example, one of the first resolutions encountered in team policy debate was, "Should students have a part-time job while studying?" Common cases presented under this resolution included arguments that part-time jobs provide students with valuable experience and enhance their soft skills.
Relationship between debating skills and other skills
In parliamentary debate, participants can express their opinions without the need for evidence, allowing for a wide range of ideas, even if they lack support This format not only makes it one of the most entertaining debate styles but also fosters the development of strong rhetorical skills.
Parliamentary debate is a global phenomenon with varying rules across countries In Canada, the structure resembles that of the United States, with notable differences such as shorter speeches and a combined opposition speech delivered by the Leader of the Opposition In the United Kingdom, each debate features four teams—two propositions and two oppositions—where each speaker has a five-minute limit Additionally, some countries adopt variations with three teams per round or two teams of three participants each.
2.2 Relationship between debating and other skills
2.2.1 Relationship between debating and debating
Effective speaking skills are crucial for success in a debate, as they enable you to clearly articulate your views and present compelling evidence Strong communication allows you to stand out from the crowd and effectively counter opposing arguments Additionally, proficient speaking fosters interaction within your team, increasing your chances of victory.
2.2.2 Relationship between debating and listening
To excel in debate, a learner must first cultivate strong listening skills, as understanding spoken arguments is crucial Pioneering research by Ralph G Nichols and Leonard A Stevens reveals that individuals typically listen with only about 25 percent efficiency, highlighting the importance of enhancing this skill for effective communication.
If we allow our attention to wander while an opponent speaks, our reply will be ineffective and off the mark Ad if we miss 75 percent of our opponents'
Effective debaters understand the importance of critical listening, as it allows them to accurately capture their opponents' arguments and craft precise responses By utilizing a specialized note-taking system, they adapt their phrasing to highlight the weaknesses in opposing viewpoints, turning these subtleties to their advantage This skill is not only vital in debate but is also recognized as a key characteristic of an educated individual For instance, a top executive from a major industrial plant noted that approximately 80 percent of their work relies on effective listening, whether it involves understanding others or being understood.
2.2.3 Relationship between debating and reading
Reading, as a receptive skill, plays a crucial role in enhancing debating abilities by providing essential information and evidence needed for effective discussions A typical debating lesson often starts with a text that participants analyze to gather relevant data for their upcoming debates This process highlights the importance of reading in supporting speaking skills, as having sufficient information enables participants to articulate their arguments more effectively Therefore, it is vital to encourage participants to engage in reading not only to expand their knowledge and information but also to enhance their vocabulary.
2.2.4 Relationship between debating and writing
The relationship between debating and writing is influenced by several factors, including the immediacy of face-to-face interaction, the need to save face, the permanence of written communication, and the interactivity inherent in both forms These elements affect the style and language employed, as speaking and writing on the same topic will differ significantly in grammar, vocabulary, and overall style Rather than being seen as opposites, debating and writing exist on a continuum, shaped by context and purpose.
Factors influencing debating skills
Several factors significantly influence students' debating skills, as highlighted by various researchers Key elements include students' efforts (Siegfried & Fels, 1979), parental education, self-motivation, students' ages, and individual learning preferences (Aripin et al., 2003) Among these, three fundamental factors stand out as particularly impactful on the development of debating skills.
Agyeman (1993), as referenced by Etsev (2005), emphasizes that teachers lacking both academic and professional qualifications can adversely affect their students' learning experiences Moreover, he notes that even qualified teachers may struggle with productivity if they operate in unfavorable working conditions, potentially outperforming unqualified teachers who benefit from a supportive environment.
Research indicates that larger class sizes can hinder students' development of debating skills, with Kraft (1994) noting detrimental effects for classes exceeding 40 students Additionally, Asiedu-Akrofi (1978) emphasizes that effective teaching is more achievable in smaller classes, where individual attention can be prioritized.
In a study by Chan (1996), the physical environment's influence on student success was examined by categorizing 165 schools into modern, obsolete, and half modern learning environments The findings revealed that student achievements were highest in modern learning environments and lowest in obsolete ones Chan concluded that the technology and adaptability of modern environments significantly enhance students' concentration and overall performance.
Harvey-Smith (2011, p 8) identifies essential skills for students participating in class debates, encapsulated in the acronym SALSA, which stands for Speaking, Arguing, Listening, Synthesizing, and Arranging Mastering these skills is crucial for effective engagement in debates.
Effective communication involves several key skills: speaking clearly and confidently, arguing persuasively by condensing your ideas, actively listening to understand others' perspectives, synthesizing information by aligning your points with theirs, and arranging your arguments into a coherent and compelling speech.
Harvey-Smith (ibid) offers valuable advice for novice debaters, emphasizing the importance of public speaking skills and the ability to articulate opinions on various issues Engaging in argument practice is crucial, along with a solid understanding of the debate topic and its rhetorical structure This knowledge enables students to effectively defend their viewpoints while systematically countering opposing arguments (Samad, 2016).
Samad & Fitriani, 2016; Samad & Adnan, 2016; Samad, 2013)
A significant factor affecting comprehension is the disparity between a listener's vocabulary knowledge and the vocabulary used in the message For instance, if a debate covers a topic outside the listener's expertise, their limited understanding may hinder their ability to grasp the discussion fully The specialized vocabulary in educational debates differs greatly from that in economic debates, and without familiarity with these specific terms, listeners may struggle to engage critically with the content.
A study by Goh (2000) involving 40 language students revealed that when faced with unfamiliar English words, learners often resort to pronouncing them using their native language sounds This tendency highlights the challenges language students encounter in mastering English pronunciation.
The grammar proficiency of listeners significantly influences their ability to process and respond to information When faced with lengthy sentences and complex grammatical structures, individuals with lower grammar skills may struggle to analyze the content and formulate appropriate responses Additionally, accurate pronunciation is crucial; if a word is not pronounced correctly, it becomes challenging for listeners to comprehend the intended message.
Effective debating skills are intrinsically linked to strong listening abilities, as highlighted by Doff (1998) For students to engage successfully in debates, they must comprehend the information being presented to them Shumin (1997) reinforces this notion, emphasizing that communication involves a reciprocal process where listening is essential for meaningful responses Consequently, if an individual fails to understand what is being said, they will struggle to provide an appropriate response, underscoring the dual role of each participant as both speaker and listener.
Positive attitudes significantly influence students' behaviors towards their studies, leading to greater engagement and a desire to learn more (Kara, 2009, as cited in Alzwari, 2012) A study by Shams (2008) revealed that students exhibited strong enthusiasm and affirmative attitudes towards learning English, which underscored the importance of English proficiency in their everyday lives This connection between positive attitudes and effective language learning highlights the critical role that motivation plays in academic success.
Fisher, Hunter and Macrosson (1997), Johnson and Johnson (1995, 1999), Parker (1990) and Harris and Harris (1996) as cited in Luca and Tarricone
Teamwork is fundamentally about individuals collaborating in a cooperative environment to achieve shared objectives by exchanging knowledge and skills Research emphasizes that a crucial aspect of effective teams is their commitment to a common goal, supported by clear communication and mutual support.
22 purpose so teamwork skills are also is an important factor influencing for debating skills
Background knowledge of the topic, content, and culture
Listeners' prior knowledge significantly influences their comprehension of spoken content For instance, during a debate on a specialized topic, a lack of foundational understanding can hinder a person's ability to grasp the speaker's message fully Additionally, engaging in discussions with individuals from different cultural backgrounds may pose challenges, especially if they use local terminology that is unfamiliar, making it difficult to follow their arguments effectively.
Concluding remark
This chapter was set out to answer three questions:
2 What is the structure of a debate?
3 What are the types of debates?
Debate is a formal process involving structured discussions on specific topics, where opposing arguments are presented to support different viewpoints This practice takes place in various settings, including public meetings, academic institutions, and legislative assemblies, often featuring a moderator and an audience alongside the participants The findings of this study aim to serve as valuable teaching resources for enhancing debating skills among English major students, particularly at Haiphong Management and Technology University.
ACTIVITIES TO IMPROVE DEBATING SKILLS FOR
English teaching and learning condition at HPU
The teaching staff at Haiphong Management and Technology University, particularly within the Foreign Language Department, exemplifies high professionalism and a strong sense of responsibility The faculty members are not only well-qualified and dedicated but also enthusiastic, employing modern teaching methods that foster a friendly and understanding environment Engaging in conversations and sharing experiences with students enhances mutual understanding and improves the overall quality of lectures Additionally, the inclusion of foreign lecturers in English classes provides students with valuable opportunities to practice speaking with native speakers, significantly aiding their language proficiency when they seize these chances.
In a study involving 20 third-year English Department students at HPU, it was observed that many recent high school graduates exhibit passivity in their learning approach These students tend to rely heavily on listening to lectures and copying notes, rather than engaging actively with the material This reluctance is particularly evident among English majors, who focus primarily on understanding vocabulary and grammar from textbooks, which hinders their ability to debate fluently in English This situation raises an important question: how can we inspire students to develop a greater interest and motivation for improving their English debating skills? The following section will outline the advantages and disadvantages faced by these third-year English majors at HPU.
students can receive constant help and support of the school and the lecturers in Foreign Language Department
They have chance to study in a modern studying environment which have been equipped with modern facilities
They can practice directly with the foreigners in class
The students background knowledge is not uneven
A big number of students are lisp
Students focus too much on grammar and forget the importance of debating skill
Some of them are so shy and lack of confidence and they try to avoid debating in front of the class.
The reality of learning and teaching English debating skills for the third
third year English major students at Haiphong Management and Technology University
HPU classrooms are equipped with modern technology, including projectors, cameras, air-conditioners, and computers with internet access, enhancing the effectiveness of English lessons The school's electronic library features over 7,000 books and 16,000 digital documents from Elib and ProQuest, providing significant resources for student learning Additionally, teachers and students engage in various extracurricular activities, such as the English Olympic and Debating Contest, which promote English language skills and encourage student participation Opportunities to interact with GAP teachers from countries like England and Australia further enhance students' English debating abilities Overall, HPU offers conducive learning conditions for effective English language acquisition.
The 20 copies of the questionnaire delivered to the learners The data are analyzed in this part of the study in the below tables and charts which show the responses for the questions in the questionnaires Besides, the first question the questionnaires bring a result that according to students’ opinion, debating skill is very difficult
Chart 1: The students' assessment of learning the debating skills
The chart clearly illustrates that debating is a challenging skill to master, with 55% of learners expressing difficulty in this area Among students, the struggle to learn debating in English is significant, as evidenced by 23% who find it very difficult This is comparable to the 20% who consider learning to debate as normal and the mere 2% who find it easy Notably, the most successful students are those who excel in listening skills, often attending English centers or international schools in urban settings Overall, the survey reinforces the perception that debating in English poses considerable challenges for learners.
The chart illustrates the impact of various difficulties on students' interest in learning debating skills in class.
Really like Like Don't mind Don't like
Chart 2 The students’ interest in learning debating skills
The column chart reveals that only 4% of students have a strong liking for debating skills, while 9% express a moderate interest This aligns with the common perception that debating is often seen as boring, as evidenced by the 64% of learners who dislike it Additionally, 51% of students feel indifferent towards learning this skill, suggesting that their interest may vary depending on the lesson Ultimately, debating in English is not favored among students and is perceived as challenging.
3.2.1 The importance of debating skills
The third question in the questionnaire aims to gather insights from teachers and students in NA2101 at Haiphong Management and Technology regarding their views on the significance of debating.
Very important Important Not important
Chart 3 Students’ attitudes towards the importance of English debating skills
According to Chart 3, a significant 73% of students believe that learning debating skills is essential, while only 10% consider it unimportant This indicates that the majority of NA2101 students recognize the vital role of English debating skills in various aspects of life In conclusion, mastering debating skills is crucial for effective communication in real life, making it increasingly important to incorporate this skill into English language learning.
3.2.2 Some elements in learning English debating skills
The fourth question of the questionnaire aims to provide deeper insights into students' actual experiences in learning English debating skills, with the results illustrated in the accompanying chart.
Chart 4 The frequency of students having problems in learning English debating skills
Chart 4 illustrates the frequency of difficulties students encounter while learning debating skills The data reveals that 7% of students often face challenges, while a significant 90% report always struggling with debating Additionally, 3% occasionally experience issues, and none report rarely having problems In summary, it is evident that students consistently encounter difficulties in English debating, highlighting an area that requires attention and improvement.
3.2.3 Causes of difficulties in English debating skills
3.2.3.1 The difficulties are often encountered by students when learning English-debating skills
To enhance debating skills among students at Haiphong Management and Technology University, it is essential to identify the challenges they face in learning English debating The fifth question in the questionnaires aims to uncover these obstacles, highlighting common factors that hinder their progress.
Chart 5 Difficulties in students’ debating
The chart reveals that only 5% of learners perceive context as a significant barrier to debating, while 30% attribute challenges to the environment A majority, 62%, identify poor foundational English skills as the primary obstacle in debating Additionally, 3% of students cite other influencing factors, such as teaching methods and background knowledge Overall, most students concur that the main difficulty in developing English debating skills stems from a lack of practice time.
3.2.4 The factors affecting the interest in English debating skills
The sixth question of the questionnaire explores the factors that influence students' interest in developing English debating skills According to student feedback, four key factors significantly impact their engagement in this skill.
Adequate& modern equipment Good teaching methods
Chart 6 Factors motivating students’ learning the debating skills
The chart clearly indicates that effective teaching methods are the most significant factor influencing student motivation, with 50% of students affirming their impact Additionally, 30% of learners find engaging debating activities highly motivating, while 44% believe these activities are influential In contrast, only 7% feel that such activities have no effect Interesting topics also play a role, with 11% ranking them as the most influential factor and 35% acknowledging their impact, though 36% perceive only a slight influence, and 25% claim topics do not affect their debating skills Lastly, modern equipment is deemed the least influential factor, as 54% of students report it has no effect on their learning of debating skills, highlighting a surprising disconnect given the perceived importance of adequate resources.
3.2.5 Activities for improving English debating skills at Haiphong Management and Technology
3.2.5.1 The activities students like most in debating English class
The questionnaire for students includes a question about their favorite activities in debating English class, highlighting the various exercises that are commonly featured in these sessions.
Assessment Organize small scale debates
Role-play Reflex training games
Table 1 Students’ opinion about the activities that they like most in debating English class
The data reveals that reflex training games (40%) and small-scale debates (29%) are the most popular debating activities among students, while a significant portion (49%) expresses disinterest in answering comprehension questions, with only 18% considering them a favorite activity and just 11% enjoying them Role-play is perceived as a standard activity, with 35% of learners finding it normal and 37% enjoying it The impact of debating activities on student interest in learning is notable, as indicated by interviews where students expressed a preference for game-related activities and role-play, highlighting their effectiveness in boosting confidence In conclusion, engaging activities in English debating classes are crucial for enhancing the learning experience for both students and teachers.
Below is an example debating lesson in class:
Discussion
Data analysis reveals that both teachers and students face significant challenges in teaching and learning debating A majority of university students, specifically 55%, find English debating difficult, while 23% categorize it as very difficult.
Students in HP identify several key challenges in developing their English debating skills, including poor topic-related vocabulary, pronunciation issues, limited classroom practice time, and weak foundational skills The majority of students express a strong preference for engaging in debates (40%) and answering questions (19%) during class Furthermore, they believe that incorporating specific activities, such as pre-teaching relevant vocabulary and encouraging predictions before debates, can significantly enhance their debating abilities.
35 content of the topics by the activities that the teacher gives; after debating, students should summarize about the topics and learn the new words
The survey reveals that while students recognize debating skills as essential, they often remain passive and lack self-awareness during practice, hindering their ability to develop effective English debating habits English majors at HPU encounter several challenges, including psychological barriers, insufficient practice environments, issues with pronunciation and grammar, and a lack of motivation Consequently, many students find that certain teaching techniques serve as effective encouragement for speaking English in class To enhance the learning experience in debating, suggested activities include warm-up games, outlining, and vocabulary building as pre-debating preparations During debates, students show a preference for engaging in group discussions, role-plays, presentations, and magazine design Additionally, writing reports and conducting interviews are popular activities among students.
In conclusion, in order to get the maximum benefits of the offered technique, some recommendations are proposed to the students in Haiphong Management and Technology University
RECOMMENDATIONS AND CONCLUSION 4.1 Summary of the study
Recommendation of the study
Third-year English students at Haiphong Management and Technology University face significant challenges in learning to debate in English This chapter proposes strategies to help reduce these difficulties and enhance their debating skills.
There are some following ways to improve vocabulary and pronunciation:
- Learn words in topic so that students can remember words more easily because they are in the logical system
- Do variety of vocabulary exercises regularly
- Read stories, novels, newspapers or magazines in English
- Actively participate in environments where there is much word usage, use the new words in the real life
- Use body well to learn English
- Listen to authentic spoken texts and repeat word or sentence heard with right stress and intonation
Students should explore various research materials from diverse sources such as the Internet, television, radio, and websites to understand the different types of debates This will help them become familiar with the unique structures and rules associated with each debate format Below are some authentic and valuable books and websites that the writer recommends to enhance their research.
- Asking the right question: A guide to critical thinking (M Neil Browne- Stuart M Keeley)
- Skill sharpeners critical thinking ( NXB Evan Moor)
- Thinking fast & slow - (Daniel Kahneman)
- Predictably Irrational - Phi lý trí (Dan Ariely)
- The Art of Thinking Clearly (Rolf Dobelli)
- Mistakes Were Made (But Not by Me): Why We Justify Foolish Beliefs, Bad Decisions, and Hurtful Acts (Carol Tavri)
- TED Talks: https://www.ted.com/talks
- Library of Congress: https://www.loc.gov/
- Boundless: https://lnkd.in/frNwtcA
- Trivium Education: https://lnkd.in/fpXgfyJ
* Broadening social and cultural knowledge
To enhance their understanding of society and culture in debating, students must broaden their knowledge base This can be achieved through various means, such as researching online, regularly watching TV and listening to the radio, engaging with professionals, and reading books, newspapers, and magazines Additionally, conversing with foreigners provides valuable insights into different cultures and perspectives Traveling abroad further enriches this knowledge, as it allows students to experience diverse societies firsthand Ultimately, expanding cultural awareness is essential for effective interpretation in debates.
The learning environment plays a crucial role in enhancing the quality of debating skills; however, recent findings indicate that students are dissatisfied with their current classroom conditions Many students report that the debating classes are excessively noisy, making it difficult for them to concentrate To foster a more motivating atmosphere and improve students' debating skills, it is essential to upgrade the classroom environment.
To create a good learning environment, students should:
- Find a quiet place to debate in order to concentrate better during the debating comprehension process
- Have good physical conditions for learning: air-conditions, a comfortable chair, etc
- Make a friendly and pleasant atmosphere
* Building confidence in the debating process
Linguistic factors significantly contribute to students' nervousness and stress during debates, making it essential to build their confidence by addressing these challenges Students should focus on mastering phonetics, pronunciation, and grammar, applying this knowledge in real-life situations Additionally, thorough preparation is crucial; understanding the expectations and planned activities before a debate can enhance confidence and performance Lastly, cultivating ambiguity tolerance is vital—students should embrace the idea that they can convey their points effectively even if they don't articulate every word perfectly, as meaning can often be preserved through different expressions.
Authentic materials provide students with a genuine experience of debate, showcasing real interactions that scripted materials lack This exposure to spontaneous speech, complete with hesitations and errors, equips students to handle real-life conversations beyond the classroom By engaging with a diverse range of authentic texts, students encounter various voices and accents, enhancing their understanding of different expressions It is crucial for students to experience a wide array of debating situations, and teachers should integrate authentic materials early in the learning process Careful selection of texts and simplified tasks can prevent demotivation, ensuring that students benefit from resources like workplace training videos and actual workplace exchanges.
40 and TV and radio broadcasts, increases transferability to debate outside of the classroom context
Materials should be combined with various accents
Debating materials should be combined from different sources to ensure that they are interesting and appropriate enough for all levels of the students
Developing both top-down and bottom-up processing skills
Top-down oriented activities foster discussions among learners about their existing knowledge of a topic, boosting their confidence in executing planned tasks and succeeding in debate-related activities Conversely, bottom-up practice activities enhance learners' confidence by ensuring accurate comprehension of language components, including sounds, words, intonation, and grammatical structures.
Do not force them to debate
Forcing someone to engage in an activity rarely yields positive results; instead, individuals should be motivated to participate willingly It's essential to recognize that readiness plays a crucial role in a student's willingness to debate or engage in discussions If a student is not interested in debating, it’s important to respect their choice while still providing encouragement and support, fostering an environment that nurtures their growth and confidence.
Limitation of the study
The study presents several strengths, particularly in its data collection methods and survey questionnaires for students; however, it also faces notable limitations Due to time constraints and the researcher's experience, alternative methods like classroom observation, which could enhance the reliability of the findings, were not utilized Furthermore, the research is confined to students at Haiphong Management and Technology, representing a small demographic within Haiphong, which limits the generalizability of the results Additionally, not all aspects of the difficulties faced by students were addressed, and the suggested techniques are derived from a limited range of reliable sources Despite these shortcomings, the study provides valuable insights.
I hope that this exploratory research will contribute to the better situation of teaching and learning English debating skills in HP
Suggestions for the further study
This study acknowledges its limitations, focusing specifically on the challenges faced by students in HP to enhance their debating skills Future research should involve a larger participant pool and diverse data collection methods, including surveys, interviews, and observations, to yield more comprehensive results Despite these limitations, the research was conducted under the guidance of a supervisor and through personal effort Constructive feedback and criticism are welcomed to improve future studies.
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