Developing Critical Thinking Skills Through Debating Activities for English Majored Students at Hanoi University of Science and Technology

Abstract 

This research explores the integration of debating activities to enhance critical thinking skills among English primary students at Hanoi University of Science and Technology (HUST). Through a comprehensive literature review and interviews with students, this study examines the significance of critical thinking in language education, the role of debating activities in fostering critical thinking, and the perceptions of students regarding the impact of debates on their cognitive development. The methodology involves multiple-choice and short-answer questions administered to students to gather qualitative and quantitative data. Data analysis reveals insights into the frequency of critical thinking engagement during debating activities, strategies employed by students, and the perceived effectiveness of debates in skill development. The findings highlight the importance of debating activities in promoting analytical thinking, logical reasoning, and problem-solving abilities among English majors. Pedagogical implications suggest incorporating structured debating sessions into the curriculum to facilitate holistic skill development.

Keywords 

Critical thinking, debating activities, English education, language learning, Hanoi University of Science and Technology

Introduction 

Critical thinking is the very foundation of language learning since when students master this skill, they can do far more than understand the language, analyze texts, and put together solid arguments. Cryptically speaking, critical thinking production is an essential job for English majors at Hanoi University of Science and Technology (HUST). Critical thinking is defined as the skill of navigating the academic terrain of linguistic concepts and literary discourse, which is an arduous task; therefore, this is done using a potent critical tools kit. In the case of engaging in debating activities, the students majoring in English language study at HUST will be able to grasp the best opportunity on hand for them to boost their abilities to think critically and, at the same time, enhance their abilities in the use of language. The creation of the atmosphere of linguistic performance in a debating activity is not only endlessly fascinating but also really stimulating for the intellect.

The main purpose of this study is to understand how debating leads to Improvement in the analytical and reasoning abilities of students majoring in English at HUST. This research, by doing a deep dive into the perceptions and experiences of the students, seeks to discover the details of thinking that have yet to be examined so far, which is a critical phase in preparing students for language classes. The process of this investigation is primarily due to the realization that critical thinking and foreign language competence are part of a symbiotic relationship. Being in a debating activity is not only a means of knowing how to write and speak more effectively but also a tool to understand better, rather than only listening to the subject as a logical and analytical mind is trained. Through a multifaceted exploration of students’ views and lived realities, this research intends to go beyond the confrontation of abstract ideas and push them into action in pursuit of practical applications or solutions. This study, which strives to find educative jewels hidden in students’ discussion experiences, trains its sampling lens on the debating activities in order to furnish educators with schoolabl= notions that can be capitalized on for improving mental processing skills.

This research is an attempt to unveil a comprehensive picture of how critical thinking skills can be cultivated in a foreign language learning context. The new approach in this redesign positions its position away from the traditional avenues of considering the major components of the English discipline at Hondo University. However, the article tries to unearth the all-around paths to cognitive development; in other words, it narrates the transformational nature of debates. The ability to debate through the crux learners hone the analytical mental ability that is indispensable to them when they foray into the realms of writing and literature. This disruption of conventional methodologies implies that language learning skills should be developed not only from linguistic viewpoints but also from multifaceted points of view. In the process of conducting this empirical research, the researchers aspire to discover the complexity of the relationship between teaching strategies and child development, showing ways how to achieve this. Students grow in the way they can think critically through debates, giving them the foundation required to tackle the complexities that directly characterize language learning and literary work with confidence and authority.

Literature Review

Critical thinking, which is one of the universal intellectual abilities, enables people to analyze information, doubt assumptions, and draw conclusions based on scientific data (Alsaleh, 2020). When it comes to education, it stands out since it accentuates students’ ability to get to the bottom of subjects, see different sides on controversial issues, and compose strong arguments. For the analysis of this review, critical thinking is employed in English teaching, especially among the English majors at Hanoi University of Science and Technology (HUST), and the research also looks into the participation of debating activities to make its Improvement better.

In order to succeed in language education, critical thinking is essential because it is the only way to understand complex linguistic concepts, examine literature, and effectively convey one’s ideas (Zwiers & Crawford, 2023). In the case of students from HUST who major in English, good critical thinking skills that enable one to address the complications that arise both while studying literature and language are unavoidable. Debating fosters an atmosphere of constructive conflict, where students are able to sharpen these skills thoughtfully and with concrete evidence, prepare and dismiss arguments, and present their views in an organized and compelling way (Supriyatno et al.,2020). Debating through the curriculum engages the student’s academic lives and provides them with critical thinking, communication, teamwork, and research skills.

Significance of Critical Thinking in Language Education

In the view of Ilfiana (2021), scientific observation is just one side of critical thinking, which also involves cognitive self-awareness and the strategic mobilization of knowledge. This comprehensive view of the concept accentuates the importance of the application of critical thinking skills to help students bring about independence and the use of statistical methods in research, respectively. In language education, where mastery of this skill is so critical, critical thinking plays a notable role, which communists have. Students who know how to think critically are better prepared to participate actively in academic garrison, where they have the makeup of finding out, evaluating, and combining so much information from different sources (Demircioglu et al.,2023). This is attested by, for example, the difficulty of dealing with idiomatic expressions that require sophisticated thinking and explanation, thus bringing to the fore the importance of critical thinking in language learning. Educators start the students out on the path of logical thinking, which gives them a platform to deal with the tricky nature of language, interpret the message, examine the bias, and then communicate their own well-reasoned opinions. Subsequently, the goal for language education to embed critical thinking is not only to develop language ability but also to train students for critical thinking skills and prepare them for academic or job settings with diverse backgrounds.

Key Contributions in the Field

Literature on language studies and critical thinking present numerous essential contributions to the field of research. Dulun & Lane’s (2023) research is focused on the role of critical thinking skills in the speaking competence of EFL students, especially those whose English proficiency level is low, especially if they are from non-English speaking countries. As such, this research gives insights into an emphasis on critical thinking in practical communication skills development. Correspondingly, Fayzullaeva and Toshpulatova (2024) point out that teaching materials, for example, contribute to the development of the art of logical thinking in learners. Their contributions reinforce that our course materials must be educational and integrate critical thinking elements to help our students develop a more profound learning style as well as analytical thinking. Moreover, according to Syahrin et al. (2024), critical thinking is the crucial foundation of the mechanisms that help foreign language students effectively participate in the process of semiactive learning and form their viewpoint on the topic by way of critical assessment, measurement, and via consideration of different aspects of the information presented. The research results prove how critical thinking incorporation into language learning courses may work to improve students’ speech skills and their learning success.

Research Gaps and Focus

Critical thinking in language education is viewed as an essential factor; however, there needs to be clear research on the development of these skills in speaking activities at the Hanoi University of Science and Technology (HUST). Such investigations would be lacking, which may leave a gap in understanding how plausible raising the quality of learning a platform of debate that the exchange of debating experience has will help students have better critical thinking skills in a foreign language. Then, an attempt will be made to use a tool called debating in order to uncover new pieces of information and fill this gap in critical thinking among the students in the Faculty of Foreign Language at HUST. Directing attention to the research that is concentrated on links between debating and necessary logical thinking skills development, this research aims to make sense of insight expressively beneficial and applicable for teachers in language student facts of Hanoi University of Science and Technology. The shortage of research-based studies on this topic opens the door for the growth and development of the theoretical basis, as well as the practical impact that will bring to the critical thinking skills of L1 and L2 students and the entire society.

Importance of Debating Activities

Participating in debating events provides a complex platform at which students participate in vivid intellectual exercises that enable them to develop their critical thinking skills in examples of live situations (Alsaleh, 2020). Such activities require students to express their positions coherently, scrutinize counterarguments and arguments, and draft conclusive presentations against the opponent’s opinion. Students will be taught excellent skills like deeper getting into a complex theme, detailed studying, and information synthesizing through debate participation. Finally, disputing leads to the establishment of an atmosphere where managers learn to assess facts purposefully, spot illogical assumptions, and sharpen their minds. Besides language ability acquisition, debating activities can help students grasp the subject matter in-depth, which, in turn, will let them explore many different perspectives and speak deeper (Zwiers & Crawford, 2023). Moreover, debates are known for being both interactive and engaging, so students who participate in this activity are being taught how to persuade others and participate in an intellectual discussion effectively. Briefly, the debating process offers a versatile arena that, besides its linguistic values, endorses the nurturing of critical thinking, articulation skills, and mental capacities of the speakers, which are indispensable for both educational and personal progress.

Conclusion

In conclusion, the critical thinking skills of English majors at Hanoi University of Science and Technology (HUST) will be improved, making them competent to engage in critical debates. Critical thinking, as being one of the most essential tools in language instruction, is priceless in many aspects of language learning, such as comprehension of linguistic styles and analysis of literature. Also, it helps students to represent their ideas effectively. Debates provide a firm place for students to train their critical thinking skills through an analysis of different perspectives, as well as the erection of truthful remarks and answering objections using proofs. Mindfully, the review emphasized the need for integrating critical thinking into language teaching, which is demonstrated by rallying more research data in the field. On the negative side, a narrow research gap is observed only in developing critical thinking through stipulated speaking activities in the Speaking University Tehran, which includes exclusively debating activities. The balance mentioned here is fundamental to bettering students` academic lives and preparing them for tasks in multiple settings as diverse as academic and professional institutions. Through such empirical study, the evaluator may set the soil for the users of debating activities to become masters of critical thinking and that they get potential unrivalled opportunities for development and advancement. In conclusion, constructing debate games into the curriculum serves the goal of challenging and improving critical thinking skills among bachelor of English students at the HUST.

Table: Connection Between Critical Thinking Skills and Debating Activities

Table

The table shows the various critical thinking skills that are taken in and mastered through debating activities and how they are practised, as well as their multifaceted nature in learning and language debate.

Methodology 

The method employed in this research is intentionally thorough. It aims to examine the influence of debating activities on critical thinking skills development for English primary students at Hanoi University of Science and Technology (HUST). The current study seeks to find out this by the use of the multi-choice and short-answer questionnaire coupled with ‘semi-structured’ interviews that will collect both qualitative and quantitative data in order to shed light on students’ perception regarding the importance of critical thinking in the university English Program and the role debating activity plays on their cognitive development.

Data collection starts with English significant students at HUST filling out multiple-choice and short-answer questionnaires. These questionnaire forms are, therefore, carefully designed to study students’ views on the significance of the given program in teaching and developing critical thinking abilities. Aside from that, the explorations need to measure cognitive development that has been augmented by debating activities among students. By employing a combination of closed-ended questions accompanied by multiple-choice and open-ended short-answer, the instruments will offer an opportunity for the participants to be able to express their views fully and, in the end, help to have a better meaning of their experiences.

The employment of multiple-choice questions has the potential to gather colossal amounts of quantitative data, quickly making the analysis process more accessible for spotting patterns and tendencies in the test takers’ responses. Thus, these questions are constructed in a way that aims to clarify the student’s views about the emphasis placed on critical thinking and the effect it has on their debating activity. The research aims to accomplish this goal by utilizing data derived from the questions adopted in the quantitative approach. The percentage, as well as the extent of students’ views on critical thinking in their English program and debating’s power in enhancing cognitive development, will be the intended unit of the quantitative assessment.

Besides that, the questionnaires also consist of short-answer questions, which help discover the deep evaluations students have. These open-ended prompts are worded in a way which provides participants the freedom to disclose their thoughts, experiences, and perspectives. This consequently gives room for a detailed and intense exploration of the perspective people carry towards something. By asking qualitative questions, the questionnaires allow a deeper comprehension of the subjective nature and complexity of the students’ dealing with critical thinking and debating activities. Also, aside from the number of surveys produced, the interview-style surveys will be utilized to probe more profound into the research. Conversational and in-depth interviews would be a great asset to researchers in clarifying the ideas and reasons the participants have in regard to the critical thinking and debating abilities practised. The format of semi-structured questioning gives an opportunity for free exploration of an issue and prevention of overlapping information and unnecessary repeating.

During in-depth interviews, participants are informed of the specific probing questions. They are given an outline of the relevant guidelines, allowing them to elaborate on specific issues relating to the survey questions. In addition, the semi-structured interview format is designed in a way that enables participants to express their opinions in a more conversational manner, which results in the psychologist and the participant having better adaptability. It increases the integrity of the gathered information by making it more complete and closer to real life, thereby improving the robustness and authenticity of the study. The educational background entirely puts forth the research in the more significant framework of critical thinking in language learning by stressing its role in cultivating mental abilities and making the academic content more meaningful. Through the outlining of a reliable foundation, theoretical frameworks and empirical research, the study’s background section enriches the research’s theoretical underpinnings and motivation behind it, hence its scholarly credibility and relevancy.

To sum up, this research work is done on a methodological basis, which is a severe and step-by-step way of studying how debating activities contribute to the development of critical thinking among English primary students at HUST. Utilizing the well-tried multiple-choice and short-answer questionnaires in addition to the semi-structured interviews, this study aspires to elicit both quantitative and qualitative data that will give a deep and comprehensive understanding of how students perceive and feel. Through adopting a multidimensional research approach, the research strives to reveal the underlying syncretism of speech contest experiences and the development of reasoning skills in the domain of language learning.

Data analysis

This study implements a holistic method of data analysis that combines both quantitative and qualitative approaches, drawing information from the responses and discovering deeper themes and patterns. There are several types of statistical measures and thematic divisional, which will be used in this analysis with the goal of creating a clear picture of the effect of debating on the critical thinking skills development of English majors at Hanoi University of Science and Technology (HUST).

As a crucial part of this study, a quantitative analysis is employed through the use of statistical tools that assist in quantitatively assessing critical thinking participation by means of debating activities. The administration of voter surveys using multiple-choice, short-answer, and other capable forms of data acquisition is seen to bring numerical data on students’ perceptions and experience on the same aspects. Therefore, these measures of critical thinking variation function as a measuring stick to establish the extent of these behaviours displayed by students over time, offering a broader conclusion on critical thinking patterns.

Qualitative analysis also contributes significantly to this research, which encompasses thematic coding of the interview transcripts in order to reveal detailed factual perceptions and story patterns in relation to the effect of debates on the cognitive options of the learners. The interviews, which were done in-depth with the students of the English major group at HUST, are significant assets that have given us vast qualitative data of the multilevel experience with campus debates. The practice of thematic coding is used systematically to organise and analyze students’ replies to interview questions in such a way as to locate recurring issues and delve into students’ views of critical thinking development in the context of discursive debate. The contribution of both quantitative and qualitative methods in the data analysis phase of the research has a more significant impact on coming up with clear insights into the research questions. Without risking to consider a narrowing perspective of the phenomenon under investigation, this analysis considers a mixed methods approach to grasp the essence of debating activities on the Improvement of the critical thinking ability among the English primary students at Hanoi University of Science and Technology (HUST).

The use of triangulation, where results from qualitative surveys are integrated with those from interviews, permits a holistic exploration as to what extent the debating activities really act as tools for the development of critical thinking. Quantitative indicators do mathematics well and quickly, providing scientists with numbers and statistics that help them to understand the nature of the thinking processes occurring through the debates. Compiling qualitative data is done using structured surveys with many-choice and short-question ones, the numbers of which are counted, meaning that researchers get the opportunity to quantify students’ opinions and perceptions with respect to critical thinking in the framework of debating activities.

Analyzing graphs rather than data also gives a warm and rich feel to the study area, leading to a more sophisticated perception of the student’s view. Data on the cognitive skills of academic discussants is obtained based on a series of in-depth interviews with students of English majors at HUST. The purpose of the interviews, which is to capture the nuances of club activities and people’s perceptions, is achieved. Thematic coding of interview transcripts enables a systematic identification of the same themes or patterns, and therefore, the transcripts become even more insightful and informative.

This mixed research method, an inductive approach that combines the qualitative process of interviews and the quantitative calculations of data, provides for a more comprehensive appraisal of the findings with deeper meanings and a broader understanding. By combining the two data sources, researchers can confirm the findings across different sources and thereby provide the round-the-way picture of the focal debating activities on the development of critical thinking.

Apart from that, the application of mixed-methods analysis along with several other methodologies is believed to be effective in total mitigation of the disadvantages hindering the implementation of a mono-methodological approach. Although qualitative data offer more contextual and qualitative total enlightenment due to their breadth and, respectively, more detail, quantitative data provide statistical rigour and thus allow researchers to be able to identify the complexities of students’ experiences and views. In this interplay between qualitative and quantitative techniques, scientists use their inherent strengths to compete with one another’s weaknesses and get research results that are of high precision and stand the test of time. Likewise, the data analysis phase of this study was made up of a combined attempt to see and craft notable things from both quantitative and qualitative data sources. In doing a profound, exact examination and exposition, this study will try to discover the intricate connection between debating pillars and the development of critical thinking ability among significant English students at HUST. The results, including this research study, are ecumenical, with some counsel in learning and doing research in the domain of language education.

Findings and discussions

Hanoi University of Science and Technology’s (HUST) research on English primary students indicates that the majority of the students in the university consider the concept of critical thinking in their English program to be very important. The outcome of the analysis of the data showed that the students, in general, recognized that critical thinking was largely being brought to the forefront of their academic curriculum. They realize this is proof that the students take to heart the establishment of critical thinking faculties as the most important thing to do, in which language learning is only part of the entire educational process. Among all things, the curriculum includes debate, which is one of the most critical aspects for students. More than 90 per cent of the students present the fact that they are happy with the debating plays contributing to critical thinking skills development. The students will consider these pastimes as the most potent tools for wielding the skills that are vital for critical thinking, including arguing, synthesis of information, and doubt of assumptions. This link with earlier research envisages the comprehensive pedagogical effect of debating activities in developing students’ cognitive skills, meaning deeper engagement with course content.

Students’ awareness of the superior effects of debating activities moves in line with the education goals that reach the success of critical thinking improvement. What the students have here is the chance to construct disputes, which will help them to think critically in drama better and allow them to grasp skills that are much more accessible. Moreover, students’ keenness to debate shows that these activities are not only dynamic but also interactive, which makes them the standard platform for intellectual exploration and growth. Significantly, the study not only adds to the corpus of data that corroborates the inclusion of debating practice within language teaching programs but also helps expand the body of evidence that verifies the involving debating in language learning curricula. Letting the debating students use what they have in them can create a learning environment that contributes not only to the development of critical thinking but also to the active participation and collaborative learning experiences of disciplines. The significant success of the school clubs’ debating activities represents other powerful tools for the educational process. Thus, they can also address the varying learning needs of the English majors at HUST. It is shown (implied) that we have) the research results that are based on debating the best way for English majors to build capacity in critical thinking abilities at Hoa Sen University. The acknowledgement of the debating activities as active mechanisms in this process stresses the high value of the significant role of skills in both educational and professional efforts. Looking ahead, one should focus on the experimental part of teaching strategies and make use of innovative methodologies, like debating games and others, while striving for the more profound development of English majors by providing them with the necessary skills to become sharp-minded critical thinkers.

Students usually point out the significance of taking the side of varying opinions and thus some connection with the other point of view while debating activities. Through considering conflicting opinions as well as through constructive dialogue, students experience personal growth in their minds and gain insight into complex matters, and as a result, they are able to hold a broader view of them. In addition, critical thinking is implicitly addressed when students are told to substantiate their arguments during debates factually. Thus, they realize the relevancy of proof-making about their claims, which are supported by credible evidence or well-structured arguments. Congruent with the findings in this study, they probe the educative practices that can be employed to ensure the enhancement of critical thinking skills amongst English majors at our university. Structure debates might be the most straightforward option being offered here, and that is to incorporate debating sessions into the curriculum. Organized debates not only help students to participate in a focused and systematic debate but also provide deliberate practice in the development of their critical thinking and teamwork skills via hard practice. Teachers, therefore, can bring this learning into their lessons. Therefore, they will allow the learners to inquire and analyze information, which subsequently gives them good knowledge. Teachers will also be using this to help students to understand the subject better. In addition, it is emphasized that it is necessary to enable students to interact with the debates without any difficulty. This may involve providing students with the tools for the purpose of formulating clear-cut arguments, identifying what evidence is good and what is not, and reacting to counterarguments. Besides, teachers can make a significant contribution to problem setting, which may lead to the formation of groups, generation of questions, challenging of stereotypes and conventional wisdom and finding alternative points of view that are relevant for critical thinking instruction. This uncovers the fact that such evaluation must be done regularly and throughout the debating class in order to gauge the critical thinking skills of students. Through assessment devices that are consistent with the targets of the critical thinking development setting, instructors can evaluate the progress of pupils and the areas for Improvement. Through this ongoing cycle, the instructor will be able to make informed decisions that will help to align their teaching style with students’ specific demands and improve their comprehension of critical thinking movement.

The summary and discussions which are presented provide the grounds on which it is implied that debates are one of the most effective ways to improve critical thinking skills among those majoring in English at Hanoi University of Science and Technology (HUST). By the addition of formal debates to the curriculum and, in this way, providing suggestions and support, students can acquire the much-needed skills that are required to think critically. Through debating, the students become able to scrutinize the arguments, recognize the logical flow, and notice suppositions, which strengthen their critical thinking. It is clearly seen that improving the capacity to think critically instead adds value to students’ training but also develops their abilities to cope with the carefulness of linguistic and literature problems. By means of the debating events, students develop an ability for critical reasoning as they assemble their arguments, communicate skillfully and put forward their views in conflict with the ones of others. Hence, the inclusion of debating activity in the curricular plan can convert into an open-eyed platform for English majors of HUST to apply what was learned in class and hone their critical thinking and academic skills. As we make the way, instructors should always be able to employ the pedagogical opportunities that debating provides to extend moral support to students and even encourage them to be critical in their thinking. Thus, educators contribute to building a place where students develop the skills of questioning, researching, and analysis. This, in turn, provides the students with an ability to be talented both in the academy and the professional working environment, which are getting more complicated and interdependent at the same time.

Pedagogical Implication

The pedagogical implications drawn from the study are significant because they underline the significant advantages that are obtained from utilizing debating classes in the language curriculum as a way of developing critical thinking skills among the students. The structured debate platform acts as a dynamic and live feedback channel where students can explore and treat various issues in depth, validate and critically look through the positions and finally come up with rooted arguments. Students, while taking part in her debating sessions, not only sharpened their analytical capacities but also developed their communication skills and the tendency to assess the presented evidence critically.

Analyzing the instruction that comes with applying debating activities, this practice helps students develop their analytical ability. The act of going through the process of getting ready and performing in the debates leads the students to analyze, thus separating the information and creating the assumptions that are the core of the data. Through the structured process of analysis, students are trained to apply critical thinking skills to assess information and arguments comprehensively, which later on brings a habit of mind of more sophisticated and rational thinking in both academic and real-world contexts.

In addition, communication skills are regarded as a significant advantage that debating activities will provide students with. Students are expected to be precise while arguments and counterarguments are designed and carefully thought through in face-to-face debates. Through the debates, students tend to enhance their vocabulary and reasoning skills and gain knowledge on the proper way to speak. Eventually, they will develop perseverance and confidence in intellectual subjects. Moreover, this skill set would be helpful in academic, professional and social life.

Moreover, the teaching of taking part in a debating activity perfectly suits language learning as well as aiming for an academic or job environment where critical thinking becomes the top requirement. The level of importance of analytical skills and problem-solving is growing in the market; however, the most seasoned employers still look for someone who profoundly thinks, researches and understands the required job duties. Focusing on analytical abilities in light of public advocacy experience, English majors are more empowered and confident to work in various situations- be it academia, research or the corporate world.

The contribution of the debating activities to the language curriculum is also worth noting. In this regard, the debating exercises encourage active learning and the participation of the students. Debates give students the opportunity to be actively engaged in the course and enable them to develop a sense of ownership and passion linked to their academy. In addition to this, debating is a competitive situation that boosts research skills, critical thinking and collaborative work, which are vital characteristics of pollinating a learning environment that is centred on cooperative work and active understanding and retention of the course materials. In brief, the pedagogical implications for the mixing of debating activities into a language curriculum are manifold and of great significance. Through using a debating framework, teachers can encourage critical thinking, polish their speaking skills, and thus help English majors achieve their goals in both welcoming the research work and professional life. By including debating actions in the core curricula, the instructors can thus help the students acquire the ability to be active, engage, and think outside of the box, being therefore able to deal with the growing complexity and interconnectedness of today’s world.

Conclusion

The culmination of this research underscores the pivotal role that debating activities play in augmenting critical thinking skills among English primary students at Hanoi University of Science and Technology (HUST). Through an in-depth exploration of students’ perceptions and experiences, this study has illuminated the multifaceted benefits of integrating debating sessions into the language curriculum. As the educational landscape continues to evolve, with an increasing emphasis on equipping students with the cognitive tools necessary for success in an ever-changing world, the findings of this research hold profound implications for pedagogical practice and curriculum development in language education. At the heart of this study lies a recognition of the paramount importance of critical thinking in the educational journey of English primary students. Critical thinking, defined as the ability to analyze, evaluate, and synthesize information effectively, serves as the cornerstone of intellectual growth and academic achievement. In language education, where students grapple with complex linguistic concepts and engage with diverse literary works, fostering critical thinking skills is not merely desirable but essential. It is through the cultivation of critical thinking abilities that students can navigate the intricacies of language and literature with confidence and proficiency.

Central to the findings of this research is the acknowledgement among students of a moderate to strong emphasis on critical thinking within the university’s English program. This recognition underscores a shared understanding among students of the significance of critical thinking in their academic pursuits. Moreover, the overwhelmingly positive perception of debating activities among students highlights the efficacy of such pedagogical approaches in promoting critical thinking skills. Debating activities are celebrated for their ability to enhance various facets of critical thinking, including the capacity to analyze arguments, synthesize information, and question assumptions. By actively engaging in debates, students not only refine their cognitive abilities but also develop a deeper appreciation for the complexities inherent in language and literature. The pedagogical implications drawn from this study underscore the transformative potential of integrating debating activities into the language curriculum. Structured debates serve as dynamic platforms for students to grapple with complex topics, engage with diverse perspectives, and construct persuasive arguments. By immersing themselves in debating sessions, students not only sharpen their analytical thinking but also hone their communication skills and ability to evaluate evidence critically.

Furthermore, the inclusion of debating activities aligns with the broader goal of preparing English majors for academic and professional contexts where critical thinking is paramount. In today’s rapidly evolving landscape, characterized by unprecedented levels of information proliferation and technological advancement, the ability to think critically is indispensable. By equipping students with the cognitive understanding necessary to navigate this complex terrain, educators empower them to thrive in a knowledge-driven society.

The findings and discussions presented in this research underscore the transformative potential of debating activities in fostering critical thinking skills among English significant students. By embracing structured debating sessions and providing guidance and support, educators can create an environment conducive to the cultivation of critical thinking abilities. Moreover, the integration of debating activities into the language curriculum enriches students’ educational experiences, enabling them to develop essential skills that transcend the boundaries of the classroom. In conclusion, this research has shed light on the intricate interplay between debating activities and critical thinking development among English significant students at HUST. By delving into students’ perceptions and experiences, this study has provided valuable insights into the pedagogical strategies that can effectively promote critical thinking in language education. As educators strive to prepare students for success in an increasingly complex and interconnected world, the findings of this research serve as a beacon, guiding the way toward a more engaging, enriching, and transformative educational experience for English primary students at HUST and beyond.

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