##plugins.themes.academic_pro.article.sidebar##
Published
Jul 24, 2024
Download
Statistic
Read Counter : 114
Download : 59
Downloads
Download data is not yet available.
Main Article Content
Abstract
The study explored (1) the most common speaking and vocabulary problems of 12 senior high students; (2) the implementation of 3 ESL teachers of dialogic discussion to address the identified students’ problems; (3) the improvement of students; and (4) the insights and implications of the intervention. Using a qualitative mosaic approach, the study used field notes and conversations with students and teachers. During preliminary data collection, it was found that the students’ speaking and vocabulary problems comprised fluency and accuracy issues, language function deficiencies, negative affective state, and poor classroom atmosphere. To address these problems, the three teachers implemented five dialogic discussion sessions. The implementation characterizes structure, scaffolding, and socialization. For students, the sessions helped them increase their confidence and speaking skills. These findings suggest that dialogic discussion may function as a platform engendering processes such as agency, exploration, and enhancement. The study recommends actions for teachers and future researchers.
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
How to Cite
Ramos, A. P. S. (2024). Dialogic Discussion as a Platform for Building Speaking and Vocabulary Skills. International Journal of Multidisciplinary: Applied Business and Education Research, 5(7), 2769-2776. https://doi.org/10.11594/ijmaber.05.07.30
References
Adler, M., & Rougle, E. (2005). Building literacy through classroom discussion: Research-based Strategies for Developing Critical Readers and Thoughtful Writers in Middle School. Theory & Practice.
Balgos, A. R. (2020). ‘I play, therefore I can’: Using Drama Activities to Reduce the English speaking Anxiety of College Students. Modern Journal of Studies in English Language Teaching and Literature, 2(2), 31–41. https://doi.org/10.56498/22202099
Barjesteh, H., & Niknezhad, F. (2020, June 1). Fostering Critical Writing Through Dialogic Teaching: A Critical Thinking Practice among Teachers and Students (Research Paper). https://journalscmu.sinaweb.net/article_109906.html
Bastida, E. J., Buelo, R. J. V., Alcones, S., Aranas, D., & Austria, G. (2024, January 1). Assessing the Effectiveness of Electronic-based Multimodal Instructional Approach in Improving Students’ Oral Communication Confidence Using Kirkpatrick’s Four Levels of Evaluation. https://ijci.globets.org/index.php/IJCI/article/view/1423
Braun, V., & Clarke, V. (2021). Thematic analysis: A Practical Guide. SAGE.
Cabell, S. Q., Justice, L. M., McGinty, A. S., DeCoster, J., & Forston, L. D. (2015). Teacher–child conversations in preschool classrooms: Contributions to children’s vocabulary development. Early Childhood Research Quarterly, 30, 80–92. https://doi.org/10.1016/j.ecresq.2014.09.004
Chaiyaratana, S. (2021). The effects of dialogic teaching in CLIL science subject on English oral communication ability of primary students in English program. Chula Digital Collections. https://digital.car.chula.ac.th/chulaetd/4925/
Chmarkh, M. (2021a, July 4). A Dialogic Teaching Approach to Undergraduate ESL instruction. https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3879879
Chow, B. W., Hui, A. N. N., Li, Z. J., & Dong, Y. (2021). Dialogic teaching in English-as-a-second-language classroom: Its effects on first graders with different levels of vocabulary knowledge. Language Teaching Research, 27(6), 1408–1430. https://doi.org/10.1177/1362168820981399
Clark, A. (2017). Listening to Young Children, expanded third edition: A Guide to Understanding and Using the Mosaic Approach. Jessica Kingsley Publishers.
Delima, S. D. (2023, June 8). Unpacking attitudes of grade 12 SHS academic track students towards speaking English: an exploratory study. https://openscience.uz/index.php/sciedu/article/view/5835
Douidi, A. (2021). Interculturality and dialogic pedagogy in ELT: an investigation of Algerian secondary school English textbooks and their use in the classroom (Doctoral dissertation, University of Southampton).
Elghotmy, H. E. A. (2023). Integrating Instructional Scaffolding Interaction Cycle into Dialogic Teaching to Enhance EFL Listening and Speaking Skills Among Faculty of Education Sophomores. مجلة کلية التربية - جامعة المنوفية, 2023(1), 1–44. https://doi.org/10.21608/muja.2023.288089
Flores, J. L., Kilag, O. K., Tiu, J., Groenewald, E., Balicoco, R., & Rabi, J. I. (2023, December 17). TED Talks as Pedagogical tools: Fostering Effective oral communication and Lexical Mastery. https://multijournals.org/index.php/excellencia-imje/article/view/189
Gunawardana, A., & Jayarathne, P. (2021). Dialogic Pedagogy in teaching English Grammar. Faculty of Social Sciences and Humanities Rajarata University 0f Sri Lanka.
Hadley, G. (2019). Grounded theory in applied Linguistics research: A Practical Guide.
Heron, M. (2021). How dialogic is the online space? A focus on English speaking skills. https://eric.ed.gov/?id=EJ1331741
Hui, W., Peng, A., & Patterson, M. M. (2021). The roles of class social climate, language mindset, and emotions in predicting willingness to communicate in a foreign language. System, 99, 102529. https://doi.org/10.1016/j.system.2021.102529
Iqbal, L., Aurangzeb, S., & Shah, F. (2021). Implications of Dialogic Teaching: Practices of and Reflections from English Language Teachers. ojs.rjsser.org.pk. https://doi.org/10.36902/rjsser-vol2-iss1-2021(375-381
Jocuns, K. F. (2021). Dialogic teaching as a way to promote students’ English language use in EFL classroom. https://eric.ed.gov/?id=EJ1335002
Khan, I. U. (2018). Exploring the Role of Dialogic Teaching in Improving Learners’ Spoken English at Intermediate Level in District Bannu. Sir Syed Journal of Education & Social Research, 3(3).
Krashen, S. D. (1982). Principles and practice in second language acquisition. Pergamon.
Lowman, J., Stone, L., & Jiang, G. L. (2018). Effects of interactive book reading for increasing children’s knowledge of instructional verbs. Communication Disorders Quarterly, 39(4), 477–489. https://doi.org/10.1177/1525740117745639
Merkel, W. (2020). “What I Mean Is. . .”: The role of dialogic interactions in developing a statement of teaching philosophy. Journal of Second Language Writing, 48, 100702. https://doi.org/10.1016/j.jslw.2019.100702
Playsted, S. (2021, February 1). Encouraging critical thinking through a dialogic teaching approach in the beginner-level English classroom. Research UNE. https://rune.une.edu.au/web/handle/1959.11/54258
Reyes, D. (2023). Contrastive Form-Focused instruction in improving vocabulary. International Journal of Educational Management and Development Studies, 4(4), 1–27. https://doi.org/10.53378/353017
Santiago-Garabieta, M., García-Carrión, R., Zubiri-Esnaola, H., & De Aguileta, G. L. (2021). Inclusion of L2 (Basque) learners in Dialogic Literary Gatherings in a linguistically diverse context. Language Teaching Research, 27(6), 1532–1551. https://doi.org/10.1177/1362168821994142
Schleppegrell, M. J. (2013). The role of metalanguage in supporting academic language development. Language Learning, 63(s1), 153–170. https://doi.org/10.1111/j.1467-9922.2012.00742.x
Schleppegrell, M. J., & Moore, J. (2017). Linguistic tools for supporting emergent critical language awareness in the elementary school. In Educational linguistics (pp. 23–43). https://doi.org/10.1007/978-3-319-60953-9_2
Shea, D. (2018). Trying to teach dialogically: The good, the bad, and the misguided. Language Teaching Research, 23(6), 787–804. https://doi.org/10.1177/1362168818768982
Soomro, N. (2023). Using Dialogic Pedagogy with Young Learners in English as a Second Language (ESL) Classroom. Journal of Development and Social Sciences, 4(II). https://doi.org/10.47205/jdss.2023(4-ii)89
Swain, M. (1997). Collaborative dialogue: its contribution to second language learning. Dialnet. https://dialnet.unirioja.es/servlet/articulo?codigo=80058
Tabog, L., Varquez, C., & Familgan, G. (2024). Exigent challenge: The negative speaking experiences of senior high school students in UM Peñaplata College. Inference, 6(1), 89. https://doi.org/10.30998/inference.v6i1.19448
Toyama, M., & Yamazaki, Y. (2021). Classroom Interventions and Foreign Language Anxiety: A Systematic Review with Narrative approach. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.614184
Tuleshova, S. (2023, May 26). Enhancing students’ speaking skills through dialogic interaction: strategies for effective communication in the classroom. https://archive.interconf.center/index.php/conference-proceeding/article/view/3455
Vygotsky, L. S., & Cole, M. (1978). Mind in society: Development of Higher Psychological Processes. Harvard University Press.
Wasik, B. A., & Hindman, A. H. (2014). Understanding the active ingredients in an effective Preschool vocabulary Intervention: An exploratory study of teacher and child talk during book reading. Early Education and Development, 25(7), 1035–1056. https://doi.org/10.1080/10409289.2014.896064
Wood, D. J. (2020). Low intensity MALL in a Japanese context (Part 2) Dialogic Teaching. Journal of Chikushi Jogakuen University.
Wotring, A., Hong-Lin, C., & Fraser, M. (2023). They are talking, but is it productive? Exploring EFL students’ small group talk. TESOL Quarterly. https://doi.org/10.1002/tesq.3227
Zhang, L. J., & Zhang, D. (2020). Dialogic discussion as a platform for constructing knowledge: student-teachers’ interaction patterns and strategies in learning to teach English. Asian-Pacific Journal of Second and Foreign Language Education, 5(1). https://doi.org/10.1186/s40862-020-00101-2
Balgos, A. R. (2020). ‘I play, therefore I can’: Using Drama Activities to Reduce the English speaking Anxiety of College Students. Modern Journal of Studies in English Language Teaching and Literature, 2(2), 31–41. https://doi.org/10.56498/22202099
Barjesteh, H., & Niknezhad, F. (2020, June 1). Fostering Critical Writing Through Dialogic Teaching: A Critical Thinking Practice among Teachers and Students (Research Paper). https://journalscmu.sinaweb.net/article_109906.html
Bastida, E. J., Buelo, R. J. V., Alcones, S., Aranas, D., & Austria, G. (2024, January 1). Assessing the Effectiveness of Electronic-based Multimodal Instructional Approach in Improving Students’ Oral Communication Confidence Using Kirkpatrick’s Four Levels of Evaluation. https://ijci.globets.org/index.php/IJCI/article/view/1423
Braun, V., & Clarke, V. (2021). Thematic analysis: A Practical Guide. SAGE.
Cabell, S. Q., Justice, L. M., McGinty, A. S., DeCoster, J., & Forston, L. D. (2015). Teacher–child conversations in preschool classrooms: Contributions to children’s vocabulary development. Early Childhood Research Quarterly, 30, 80–92. https://doi.org/10.1016/j.ecresq.2014.09.004
Chaiyaratana, S. (2021). The effects of dialogic teaching in CLIL science subject on English oral communication ability of primary students in English program. Chula Digital Collections. https://digital.car.chula.ac.th/chulaetd/4925/
Chmarkh, M. (2021a, July 4). A Dialogic Teaching Approach to Undergraduate ESL instruction. https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3879879
Chow, B. W., Hui, A. N. N., Li, Z. J., & Dong, Y. (2021). Dialogic teaching in English-as-a-second-language classroom: Its effects on first graders with different levels of vocabulary knowledge. Language Teaching Research, 27(6), 1408–1430. https://doi.org/10.1177/1362168820981399
Clark, A. (2017). Listening to Young Children, expanded third edition: A Guide to Understanding and Using the Mosaic Approach. Jessica Kingsley Publishers.
Delima, S. D. (2023, June 8). Unpacking attitudes of grade 12 SHS academic track students towards speaking English: an exploratory study. https://openscience.uz/index.php/sciedu/article/view/5835
Douidi, A. (2021). Interculturality and dialogic pedagogy in ELT: an investigation of Algerian secondary school English textbooks and their use in the classroom (Doctoral dissertation, University of Southampton).
Elghotmy, H. E. A. (2023). Integrating Instructional Scaffolding Interaction Cycle into Dialogic Teaching to Enhance EFL Listening and Speaking Skills Among Faculty of Education Sophomores. مجلة کلية التربية - جامعة المنوفية, 2023(1), 1–44. https://doi.org/10.21608/muja.2023.288089
Flores, J. L., Kilag, O. K., Tiu, J., Groenewald, E., Balicoco, R., & Rabi, J. I. (2023, December 17). TED Talks as Pedagogical tools: Fostering Effective oral communication and Lexical Mastery. https://multijournals.org/index.php/excellencia-imje/article/view/189
Gunawardana, A., & Jayarathne, P. (2021). Dialogic Pedagogy in teaching English Grammar. Faculty of Social Sciences and Humanities Rajarata University 0f Sri Lanka.
Hadley, G. (2019). Grounded theory in applied Linguistics research: A Practical Guide.
Heron, M. (2021). How dialogic is the online space? A focus on English speaking skills. https://eric.ed.gov/?id=EJ1331741
Hui, W., Peng, A., & Patterson, M. M. (2021). The roles of class social climate, language mindset, and emotions in predicting willingness to communicate in a foreign language. System, 99, 102529. https://doi.org/10.1016/j.system.2021.102529
Iqbal, L., Aurangzeb, S., & Shah, F. (2021). Implications of Dialogic Teaching: Practices of and Reflections from English Language Teachers. ojs.rjsser.org.pk. https://doi.org/10.36902/rjsser-vol2-iss1-2021(375-381
Jocuns, K. F. (2021). Dialogic teaching as a way to promote students’ English language use in EFL classroom. https://eric.ed.gov/?id=EJ1335002
Khan, I. U. (2018). Exploring the Role of Dialogic Teaching in Improving Learners’ Spoken English at Intermediate Level in District Bannu. Sir Syed Journal of Education & Social Research, 3(3).
Krashen, S. D. (1982). Principles and practice in second language acquisition. Pergamon.
Lowman, J., Stone, L., & Jiang, G. L. (2018). Effects of interactive book reading for increasing children’s knowledge of instructional verbs. Communication Disorders Quarterly, 39(4), 477–489. https://doi.org/10.1177/1525740117745639
Merkel, W. (2020). “What I Mean Is. . .”: The role of dialogic interactions in developing a statement of teaching philosophy. Journal of Second Language Writing, 48, 100702. https://doi.org/10.1016/j.jslw.2019.100702
Playsted, S. (2021, February 1). Encouraging critical thinking through a dialogic teaching approach in the beginner-level English classroom. Research UNE. https://rune.une.edu.au/web/handle/1959.11/54258
Reyes, D. (2023). Contrastive Form-Focused instruction in improving vocabulary. International Journal of Educational Management and Development Studies, 4(4), 1–27. https://doi.org/10.53378/353017
Santiago-Garabieta, M., García-Carrión, R., Zubiri-Esnaola, H., & De Aguileta, G. L. (2021). Inclusion of L2 (Basque) learners in Dialogic Literary Gatherings in a linguistically diverse context. Language Teaching Research, 27(6), 1532–1551. https://doi.org/10.1177/1362168821994142
Schleppegrell, M. J. (2013). The role of metalanguage in supporting academic language development. Language Learning, 63(s1), 153–170. https://doi.org/10.1111/j.1467-9922.2012.00742.x
Schleppegrell, M. J., & Moore, J. (2017). Linguistic tools for supporting emergent critical language awareness in the elementary school. In Educational linguistics (pp. 23–43). https://doi.org/10.1007/978-3-319-60953-9_2
Shea, D. (2018). Trying to teach dialogically: The good, the bad, and the misguided. Language Teaching Research, 23(6), 787–804. https://doi.org/10.1177/1362168818768982
Soomro, N. (2023). Using Dialogic Pedagogy with Young Learners in English as a Second Language (ESL) Classroom. Journal of Development and Social Sciences, 4(II). https://doi.org/10.47205/jdss.2023(4-ii)89
Swain, M. (1997). Collaborative dialogue: its contribution to second language learning. Dialnet. https://dialnet.unirioja.es/servlet/articulo?codigo=80058
Tabog, L., Varquez, C., & Familgan, G. (2024). Exigent challenge: The negative speaking experiences of senior high school students in UM Peñaplata College. Inference, 6(1), 89. https://doi.org/10.30998/inference.v6i1.19448
Toyama, M., & Yamazaki, Y. (2021). Classroom Interventions and Foreign Language Anxiety: A Systematic Review with Narrative approach. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.614184
Tuleshova, S. (2023, May 26). Enhancing students’ speaking skills through dialogic interaction: strategies for effective communication in the classroom. https://archive.interconf.center/index.php/conference-proceeding/article/view/3455
Vygotsky, L. S., & Cole, M. (1978). Mind in society: Development of Higher Psychological Processes. Harvard University Press.
Wasik, B. A., & Hindman, A. H. (2014). Understanding the active ingredients in an effective Preschool vocabulary Intervention: An exploratory study of teacher and child talk during book reading. Early Education and Development, 25(7), 1035–1056. https://doi.org/10.1080/10409289.2014.896064
Wood, D. J. (2020). Low intensity MALL in a Japanese context (Part 2) Dialogic Teaching. Journal of Chikushi Jogakuen University.
Wotring, A., Hong-Lin, C., & Fraser, M. (2023). They are talking, but is it productive? Exploring EFL students’ small group talk. TESOL Quarterly. https://doi.org/10.1002/tesq.3227
Zhang, L. J., & Zhang, D. (2020). Dialogic discussion as a platform for constructing knowledge: student-teachers’ interaction patterns and strategies in learning to teach English. Asian-Pacific Journal of Second and Foreign Language Education, 5(1). https://doi.org/10.1186/s40862-020-00101-2