Student’s Perceptions on Debate Activity in Grade 9 Intensive English Program

This primary research focuses on students’ perceptions on the implementation of debate activity in an English as a Foreign Language (EFL) classroom and their improvements in their teamwork skills and speaking skills so as to determine the effectiveness of implementing debate as an additional activity in the intensive English program. The research involved 84 participants in two grade-9 intensive English classes at one public secondary school in Thu Duc City (Ho Chi Minh City). The research was conducted using the mixed-method approach. The quantitative data were collected with the use of cross-sectional surveys and qualitative paradigms including class observations and open-ended questions in the questionnaire were also adopted. The findings of the study indicated that the majority of participants found the debate activity enjoyable to take part in and debating skills are considered useful for their future. In addition, the participants witnessed a number of improvements in their teamwork skills and speaking skills, although only more than half of them agreed that they were able to speak at length. Interestingly, the majority of participants stated that the follow-up argumentative essay writing activity became less challenging thanks to the debate activity. Some of the participants believed that more teenager-relatable topics should be introduced in the debate activity and visual aids should be allowed so that the audience can easily follow and understand the arguments. Key words: debate, arguments, intensive English program, perceptions