PASAA
Publication Date
2021-07-01
Abstract
This study is classroom-based research in an English listening-speaking class at a Thai university. A dialogic teaching methodology was used in parts of the classroom tasks to encourage students to speak more English and build a learning community where they learn from each other and consider different voices. The purpose of this article is to analyze the dialogicality that emerged between students during the classroom activities and discuss students’ reflections towards the classroom dialogic tasks. Students’ conversations were recorded during the tasks that were designed to foster dialogicality. Excerpts of conversations were analyzed and revealed notable features of their dialogic interactions and how they could extend their vocabulary and language use. At the end of the semester, the students were interviewed in a focus group and individually. The interviews show the students’ reflections which can be organized into four themes: 1) students enhance their knowledge through collaborative dialogues and collaborative group work, 2) students overcome their weaknesses, 3) learning by doing, and 4) positive challenges. The applications drawn from the results of this study enhance EFL classroom instructional design and the classroom environment such that students are engaged with active participation.
DOI
10.58837/CHULA.PASAA.62.1.7
First Page
173
Last Page
203
Recommended Citation
Jocuns, Kamolwan Fairee
(2021)
"Dialogic Teaching as a Way to Promote Students’ English Language Use in EFL classroom,"
PASAA: Vol. 62:
Iss.
1, Article 7.
DOI: 10.58837/CHULA.PASAA.62.1.7
Available at:
https://digital.car.chula.ac.th/pasaa/vol62/iss1/7