In recent years, Vietnam has witnessed the emergence of numerous innovative approaches to English language instruction. One such method gaining traction is the integration of debates as a means to augment students' communication skills and cultivate critical thinking abilities. This study seeks to investigate university students' attitudes toward incorporating debate into their academic curriculum. The research was conducted with first-year students at Swinburne Vietnam, and data were collected through semi-structured interviews. The results illuminate the suitability, advantages, disadvantages, and areas for improvement in optimizing debate as an effective educational tool. By highlighting both the strengths and weaknesses, this research contributes to the ongoing enhancements of debate practices, fostering continuous development and refinement of this pedagogical approach in Vietnam's educational landscape.