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Description
Abstract
The study evaluates the intersection of teacher-directed and student-centered collaborative learning within the context of English as a Second Language. It combines explicit instruction with active peer feedback to assess the debate skills of Vietnamese learners in skilled-based training centers. While global research focused on Western pedagogical debate, it remains under-explored within the Vietnamese educational landscape, especially in formal education. This study addresses this gap which is grounded in Constructivism and Discourse-Based Pedagogy.
A mixed-methods exploratory design was employed. Quantitative data was derived from 20 Vietnamese learners from Grade 7-12 enrolled in an intensive class in Ho Chi Minh City. Research instruments included Likert-scale questionnaires and open-ended interviews to capture learner perceptions and measurable skill improvements. The quantitative method shows promising results with 70% of participants identifying in-class debate activities as the most effective factor in improving speaking skills. Furthermore, 87.6% of students agreed that explicit instructions provided the necessary evidence-based structures to bolster their arguments. Qualitative findings revealed that while some students initially provided generic feedback, the process overall fostered self-reflection, teamwork, and an open-minded attitude toward constructive criticism.
The findings suggest that a structured, step-by-step approach to debate instruction significantly reduces cognitive load and enhances learner confidence. This study concludes that integrating debate-based pedagogy into formal Vietnamese formal Vietnamese speaking classes can bridge the gap between extracurricular skill-building and mainstream language literacy.
Keywords: Debate Pedagogy, Explicit Instruction, Active Peer Feedback, Vietnamese Learners, Discourse Competence, Critical Thinking.
