Promoting Dialogic Talk in a Speaking Classroom: Rethinking Bakhtinian Pedagogy

Journal of English Language Pedagogy and Practice

دوره 13، شماره 26، آبان 2020، صفحه 160-181   

نوع مقاله: Research Paper

شناسه دیجیتال (DOI): 10.30495/jal.2020.677294

نویسندگان

Fatemeh Niknezhad Naeijabad؛ Mohammad Reza Khodareza^* ؛ Davood Mashhadi Heidar

Department of English, Tonekabon Branch, Islamic Azad University, Tonekabon, Iran

چکیده

This study sought to promote EFL learners' speaking ability drawing on Bakhtin’s notion of dialogic discourse pattern (DDP) and to explore their perceptions towards implementing dialogic teaching (DT) in a speaking classroom. To this end, from the population of students in different language institutes, 47 students were selected based on a purposive sampling method. The data were collected at two step-wise processes adopting a mixed-method approach. First, the researcher directed two EFL teachers to apply the DDP principles in a dialogic (DG) and non-dialogic group (NDG). The intervention lasted for 12 weeks. Then, a posttest of speaking was conducted to track the possible improvement. The findings attested that the dialogic talk could promote EFL learners’ speaking ability. Next, DG group was required to complete a written discourse completion task to determine the extent to which incorporating DT could promote learners’ speaking ability. To analyze the data, Thomas's (2006) inductive approach was adopted comprising the dominant themes. The results revealed different themes and sub-themes such as developing self-directed learning skills, disseminating critical literacy practice, fostering language learning, promoting motivation and affective factors, to name but a few. The findings propose some implications for classroom management, materials preparation, and language policy program.

کلیدواژه‌ها

dialogic teaching؛ dialogic discourse pattern؛ EFL students؛ learners’ perceptions؛ speaking skill

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