Debate Technique and Teacher Encouragement  as Pedagogical Strategies to Enhance Speaking  Confidence in Vietnamese College English   as a Foreign Language Learners

Dao Thi Yen Thu

Dao Thi Yen Thu	daothiyenthu@caothang.edu.vn	Cao Thang Technical College 65 Huynh Thuc Khang Street, Sai Gon ward, Ho Chi Minh City

Summary:

This study investigates how structured debate and teacher encouragement contribute to speaking confidence among Vietnamese English as a Foreign Language (EFL) college learners. Conducted over 15 weeks with 80 students in two intact classes at a public college in Southern Vietnam, the study adopted a mixed-methods design combining speaking tests, questionnaires, and reflection journals. Quantitative analyses included paired-samples t-tests and regression modeling, while qualitative reflections provided complementary insights. Findings showed a substantial increase in speaking confidence from pre- to post-test (Cohen’s d = 1.27). Regression analysis indicated that debate (B = 0.429, β = 0.496, p < 0.001) had the strongest association with students’ post-test confidence, followed by teacher encouragement (B = 0.194, β = 0.211, p = 0.037). Debate was reported to help students construct arguments and manage peer interaction under pressure, while encouragement reduced fear of reprimand and fostered a safer classroom environment. Interactive tasks and individualized adjustments were positively perceived but not significantly correlated with confidence. These results highlight the value of participatory, constructivist strategies in fostering learner confidence. Limitations include the one-group pre-/post-test design, single-site sample, and the dual role of the researcher as instructor and assessor, although the post-test was rated independently with a high interrater reliability (ICC = 0.97). Future studies should employ multi-site, controlled designs with external or blinded raters and develop multi-item validated measures of encouragement and debate participation.

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Keywords:

EFL

speaking confidence

debate

college students

teacher encouragement

pedagogical strategies.

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Journal:

Volume. 21 - issue 2 / 2025

VIETNAM JOURNAL OF EDUCATIONAL SCIENCES

Debate Technique and Teacher Encouragement as Pedagogical Strategies to Enhance Speaking Confidence in Vietnamese College English as a Foreign Language Learners