Challenges and Solutions in Using the Debating Technique to Enhance Speaking Performance among University English Majored Seniors

Abstract

In the field of English as a Foreign Language (EFL) instruction, debate has emerged as a promising communicative technique for enhancing students’ speaking abilities. Despite its potential, implementation among university English majors particularly seniors presents persistent challenges. This study explores the difficulties encountered and possible solutions in applying the debating technique to improve speaking performance among senior English majors at Sai Gon University. The research aims to examine both pedagogical barriers and the practical benefits of debate in promoting fluency, coherence, and critical thinking within academic speaking contexts. A mixed-methods design was adopted, combining quantitative data from structured questionnaires with qualitative insights derived from semi-structured surveys. One hundred English majored seniors participated in the study. The results indicate that while debate significantly boosts students’ fluency and speaking confidence, several challenges remain, including anxiety, limited vocabulary, weak critical thinking skills, and unfamiliarity with debate structures. Students cited time limitations and a lack of instructional support. To address these issues, the study recommends pre-debate training, scaffolding of debate topics, and gradual integration of debate into the speaking curriculum. Ultimately, the findings underscore the effectiveness of debate when supported by appropriate pedagogy and emphasize the need for contextualized teaching strategies and instructor development.