A survey on the attitudes of English-majored students towards Debating Skills module at Banking Academy of Vietnam

BANKING ACADEMY OF VIETNAM

FACULTY OF FOREIGN LANGUAGES

GRADUATION THESIS

A SURVEY ON THE ATTITUDES OF ENGLISH-MAJORED STUDENTS

TOWARDS DEBATING SKILLS MODULE

AT BANKING ACADEMY OF VIETNAM

Student : Pham Truc Quynh

Class : K20ATCC

Academic year : 2017 – 2021

Student ID : 20A7510153

Advisor : Assoc. Prof. Pham Thi Hoang Anh

Hanoi, May 2021

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CERTIFICATE OF ORIGINALITY

I hereby declare that this graduation thesis named “A survey on the attitudes of

English-majored students towards Debating Skills module at Banking Academy of

Vietnam” is my own original work and that it has not previously been submitted to any

institution for evaluation purposes. Furthermore, I have acknowledged and cited all

sources used in the reference section.

Hanoi, May 19th 2020

Author

Phạm Trúc Quỳnh

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ACKNOWLEDGEMENTS

First of all, I want to express my sincere gratitude and appreciation to my supervisor,

Associate Professor Pham Thi Hoang Anh, for being so patient and supportive

throughout my journey of writing this thesis. Without her vision and consistent

support, this accomplishment could not have been possible.

Secondly, I want to thank all of my friends and teachers in the Faculty of Languages in

Banking Academy of Vietnam for giving me the best four years of my student life.

Especially, I want to send my heartfelt gratitude to my group of friends – F5 along

with Chung Thanh, Thanh Ha, Hoang Quan for always taking care of me like their

little sister and calming me down whenever I had a panic attack.

I would also like to acknowledge the help and understanding of my lovely colleagues

in Techcombank, where I serve my internship. It has truly been a wonderful time

working with the team that has always facilitated me to finish this graduation thesis

successfully.

Furthermore, I would also wish to thank the lecturers Ms Nguyen Thi Dieu Hang, Ms

Tran Thi Thu Thuy and Ms Le Thi Minh Que for their encouragement and precious

advice. Their willingness to impart their knowledge has given me the foundation and

overall insights of this research.

Finally, from the bottom of my heart, my appreciation goes out to my family, my aunt

and my best friends, Ha My and Abe, for always being by my side and giving me the

love I do not deserve.

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LIST OF ABBREVIATIONS

BAV Banking Academy of Vietnam

UN United Nation

VNU Vietnam National University

HPU Hai Phong University

CTU Continuing Training University

EFL English as a Foreign Language

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LIST OF TABLES

Table 2.1: Responsibilities of speakers in British Parliamentary debate format….… .10

Table 2.2: Responsibilities of speakers in Karl – Popper debate format.…………… .13

Table 3.1: Fundamental anthropological information of participants ………………..20

Table 4.1: Student’s attitudes towards the necessary of Debating Skills course…..… 23

Table 4.2: Students’ attitudes towards the helpfulness of lecturers of Debating Skills

module ……………………………………………………………………………......24

Table 4.3: Students’ degrees of unwillingness to debate in English in Debating Skills

class……………………………………………………………………………….….. 26

Table 4.4: Students’ expectations about debating skills for future careers……….…..32

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LIST OF FIGURES

Figure 4.1: Students’ general attitude towards the Debating Skills lessons at Faculty of

Foreign Languages ........................................................................................................22

Figure 4.2: Students’ comprehension during Debating Skills lessons..........................25

Figure 4.3: Students’ behaviors in Debating Skills lessons .........................................27

Figure 4.4: Students’ interests in activities in Debating Skills class.............................28

Figure 4.5: Student’s frequency of debating skills practice .........................................29

Figure 4.6: Students’ expectation about the benefits of debating skills learning..........30

Figure 4.7: Students’ general attitudes towards the debating skills..............................31

Figure 4.8: The reasons why students registered for Debating Skills module ..............33

Figure 4.9: Factors influencing the BAV’s English- majored students’ attitudes

towards Debating Skills lessons....................................................................................34