The benefits and obstacles that the FFL students and teachers have when debate technique being applied in speaking courses at IUH :Graduation Thesis - Faculty of Foreign Languages

MINISTRY OF INDUSTRY AND TRADE

INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY

FACULTY OF FOREIGN LANGUAGES

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GRADUATION THESIS

THE BENEFITS AND OBSTACLES THAT THE

FFL STUDENTS AND TEACHERS HAVE WHEN

DEBATE TECHNIQUE BEING APPLIED IN

SPEAKING COURSES AT IUH

STUDENT’S FULL NAME : DOAN QUYNH TRAM

ID NUMBER : 17041101

CLASS CODE : DHAV13D

COHORT : 2017 - 2021

SUPERVISOR NAME : LE THI THIEN PHUOC, M.A.

HCMC, 06/2021

MINISTRY OF INDUSTRY AND TRADE

INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY

FACULTY OF FOREIGN LANGUAGES

------

GRADUATION THESIS

THE BENEFITS AND OBSTACLES THAT THE

FFL STUDENTS AND TEACHERS HAVE WHEN

DEBATE TECHNIQUE BEING APPLIED IN

SPEAKING COURSES AT IUH

STUDENT’S FULL NAME : DOAN QUYNH TRAM

ID NUMBER : 17041101

CLASS CODE : DHAV13D

COHORT : 2017 - 2021

SUPERVISOR NAME : LE THI THIEN PHUOC, M.A.

HCMC, 06/2021

MINISTRY OF INDUSTRY AND TRADE

INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY

FACULTY OF FOREIGN LANGUAGES

------

Student name : Doan Quynh Tram

ID Number : 17041101

Class Code : DHAV13D

Cohort : 2017 - 2021

Supervisor Name : Le Thi Thien Phuoc, M.A.

Student’s declaration: I declare that this graduation report is entirely my own

work and does not involve in plagiarism or collusion. It also has not been

accepted as part of a submission to another purpose elsewhere. I accept heavy

penalty for any cheating or plagiarism.

Date submitted : 20/06/2021

Signed : Doan Quynh Tram

Word count : 7356 words

TITLE

THE BENEFITS AND OBSTACLES THAT THE

FFL STUDENTS AND TEACHERS HAVE WHEN

DEBATE TECHNIQUE BEING APPLIED IN

SPEAKING COURSES AT IUH

ABSTRACT

This study is carried out in order to not only find out the frequency of using debate technique

at FFL, IUH but also identify the benefits that students gain as well as point out the obstacle

that FFL students and teachers face when debate technique being applied. To conduct this

study, the researcher conducts this study with 20 students and 4 teachers at FFL, IUH by

using qualitative research methodology. The interviews have three main questions which are

related to the extent of using the debate technique, the benefits, and obstacles that students

and teachers have when using debate technique in learning and teaching. The same questions

will be asked for both students and teachers.

The results of the study revealed that the debate technique has not been applied frequently by

every teacher in every course. The frequency of learning debate techniques has evolved

improvement of language ability, improvement of communication skills, improvement of

critical thinking, positive learning atmosphere. Besides these benefits, both students and

teachers also have obstacles in allocation of time and students' psychological factor. In

particular, teacher arbitration, classroom management, and lecturers’ control are some factors

that make lecturer have difficulty when applied debate technique in teaching speaking skills.

Moreover, students often have obstacles in poor background knowledge, lack of vocabulary,

and lack of expressing skill.

Keywords: debate, debate technique, speaking skills.

ACKNOWLEDGEMENT

Throughout the period of doing research, I am glad to receive wholehearted help and support

that direct and inspire with encouraging me to overcome all difficulties and complete this hard

but meaningful time.

Firstly, I would like to express thanks to the School Board of the Industrial University of Ho

Chi Minh City and the Faculty of Foreign Languages for creating favorable conditions for me

to conducted this study.

Secondly, I sincerely thank Ms. Le Thi Thien Phuoc, my beautiful and friendly supervisor

who gave me useful guidance that help me to finish my study successfully. Moreover, she

also gave me precious advices when I am in troubles while doing this research. I would not

have been able to complete the thesis without her advice and meaningful mentoring.

Furthermore, I would like to thank my group members Thanh Vu and Le Hung who often

shared my feelings, help me in carried out this research paper, and gave me timely advice

during the research period.

Besides, I would like to express my gratitude and appreciation to twenty students and four

teachers at FFL who gave me chances to listen personal experience through the interviews.

In short, I really thank all people helping me to finish this graduation thesis.

TABLE OF CONTENTS

CHAPTER I: INTRODUCTION............................................................................................1

1.1. RATIONALE .............................................................................................................2

1.2. RESEARCH OBJECTIVES.......................................................................................2

1.3. RESEARCH QUESTIONS ........................................................................................2

1.4. SCOPE OF THE STUDY...........................................................................................3

CHAPTER II: LITERATURE REVIEW..............................................................................4

2.1. DEFINITION OF KEY TERMS.....................................................................................5

2.1.1. SPEAKING SKILLS...............................................................................................5

2.1.2. DEBATE..................................................................................................................5

2.1.3. TECHNIQUE ..........................................................................................................5

2.1.4. DEBATE TECHNIQUE..........................................................................................5

2.2. THEORETICAL FRAMEWORK...................................................................................6

2.2.1. THE ROLE OF SPEAKING SKILLS.....................................................................6

2.2.2. DEBATE TECHNIQUE...........................................................................................6

2.3. RELATED STUDIES......................................................................................................9

CHAPTER III: RESEARCH DESIGN................................................................................10

3.1. THE CONTEXT OF THE STUDY...............................................................................11

3.2. RESEARCH METHODOLOGY AND DATA COLLECTION INSTRUMENT........11

3.2.1. RESEARCH METHODOLOGY ...........................................................................11

3.2.2. DATA COLLECTION INSTRUMENT ................................................................11

3.3. PARTICIPANTS...........................................................................................................12

3.4. PROCEDURES .............................................................................................................12

3.5. DATA ANALYSIS .......................................................................................................12

CHAPTER 4: FINDING AND DISCUSSION.....................................................................13

4.1. HOW REGULARLY THE DEBATE TECHNIQUE HAS BEEN APPLIED AT FFL,

IUH? .....................................................................................................................................14

4.2. WHAT THE OBSTACLES AND BENEFITS THAT THE FFL STUDENTS HAVE

BY THE DEBATE TECHNIQUE BEING EMPLOYED? .................................................15

4.2.1.THE ADVANTAGES THAT STUDENTS GAIN WHEN THE TEACHERS

APPLIED DEBATE TECHNIQUE IN SPEAKING COURSES. .......................................15

4.2.2.THE OBSTACLES THAT STUDENTS AND TEACHERS FACE WHEN THE

DEBATE TECHNIQUE BEING APPLIED........................................................................19

CHAPTER 5: CONCLUSION AND RECOMMENDATION...........................................23

5.1. CONCLUSION .............................................................................................................24

5.2. RECOMMENDATION.................................................................................................24

5.3. LIMITATIONS .............................................................................................................25

REFERENCES .......................................................................................................................26

APPENDICES.........................................................................................................................28

TABLE OF TABLES

Table 4.2.1.1: Participants’ opinions about improving language ability .................................15

Table 4.2.1.2: The participants’ view of points about improving communication skills.........16

Table 4.2.1.3: The participants’ view of points about improving critical thinking..................18

Table 4.2.1.4: Participants’ opinions other benefits.................................................................18

Table 4.2.2.1: Participants’ opinions about difficulties............................................................19

LIST OF ABBREVIATIONS

IUH: Industrial University of Ho Chi Minh City

FFL: Faculty of Foreign Languages