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ERIC Number: EJ1411315
Record Type: Journal
Publication Date: 2024
Pages: 24
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0039-8322
EISSN: EISSN-1545-7249
Dialogic Instruction in a Chinese EFL Classroom: A Practitioner Perspective
Ruiguo Cui; Peter Teo
TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, v58 n1 p114-137 2024
Dialogic instruction, a form of instruction that engages students in meaningful and substantive classroom dialogue, has been shown to benefit students in many ways. However, few studies on dialogic instruction have focused on the role and agency of classroom teachers as they navigate and negotiate the vagaries of classroom talk, especially in contexts such as China where students are more accustomed to a more monologic mode of instruction. This practitioner research was conceived to address this gap in the literature by exploring the implementation of dialogic instruction in an English as a foreign language (EFL) classroom by the first author. A 15-week instructional programme based on the principles of dialogic instruction was implemented in an intact English reading class in a Chinese university. Video-recordings of all 15 lessons were transcribed and analysed using a coding system specifically designed to identify and examine the quality of dialogic moves made. The analysis shows the potential of dialogic instruction in the EFL classroom but also reveals some missed opportunities and challenges. The potential, challenges and other pedagogical implications are discussed with a view towards facilitating EFL teachers' implementation of dialogic instruction.
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China
Grant or Contract Numbers: N/A