Supporting EFL Classroom Interaction with a Dialogic Coding Framework
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Authors
Wazzan, Mohammad Musaab
Issue Date
2024
Educational Level
ISCED Level 5 Short-cycle tertiary education
Curriculum Area
Geographical Setting
Turkey
Abstract
Context: This study investigates the integration of dialogic teaching in English as a Foreign Language (EFL) classrooms in Türkiye using the Toolkit for Systematic Educational Dialogue Analysis (T-SEDA). Dialogic teaching emphasises student engagement through meaningful interactions that build understanding collaboratively. Despite significant research in dialogic pedagogy, limited studies focus on its application in EFL settings, especially in foreign language preparatory programs in Türkiye.
Aims: The research aimed to assess the extent to which classroom interactions in an adult EFL preparatory program were dialogic. It sought to explore how T-SEDA codes could be applied to analyse and enhance classroom dialogue, thereby scaffolding student interactions and contributing to EFL pedagogical practices.
Methods: The qualitative case study involved six video-recorded lessons in a Turkish state university, with participants comprising 10 intermediate-level students. Data included transcripts of classroom interactions analysed using four T-SEDA codes: inviting students to build on ideas (IB), building on ideas (B), inviting reasoning (IR), and making reasoning explicit (R). The teacher also established ground rules for talk to facilitate dialogic engagement, which were collaboratively accepted by students.
Findings: The application of T-SEDA codes revealed that classroom interactions exhibited dialogic characteristics, with the frequent use of IB and R codes. Dialogic moves encouraged students to elaborate on their ideas, reason their choices, and engage in collaborative discussions. Examples from lessons on topics like happiness and films demonstrated active student participation facilitated by teacher-led and peer-directed dialogic moves. The findings underscore the utility of T-SEDA in identifying and fostering dialogic interactions in EFL contexts.
Implications: The study highlights the potential of T-SEDA codes to guide EFL teachers in promoting dialogic teaching. Educators might learn how structured dialogic frameworks can enrich classroom interaction and support foreign language learning. Whilst the study's sample was small, the approach offers insights for adapting dialogic strategies in similar contexts and provides a foundation for further research on their long-term impact on language proficiency.
Aims: The research aimed to assess the extent to which classroom interactions in an adult EFL preparatory program were dialogic. It sought to explore how T-SEDA codes could be applied to analyse and enhance classroom dialogue, thereby scaffolding student interactions and contributing to EFL pedagogical practices.
Methods: The qualitative case study involved six video-recorded lessons in a Turkish state university, with participants comprising 10 intermediate-level students. Data included transcripts of classroom interactions analysed using four T-SEDA codes: inviting students to build on ideas (IB), building on ideas (B), inviting reasoning (IR), and making reasoning explicit (R). The teacher also established ground rules for talk to facilitate dialogic engagement, which were collaboratively accepted by students.
Findings: The application of T-SEDA codes revealed that classroom interactions exhibited dialogic characteristics, with the frequent use of IB and R codes. Dialogic moves encouraged students to elaborate on their ideas, reason their choices, and engage in collaborative discussions. Examples from lessons on topics like happiness and films demonstrated active student participation facilitated by teacher-led and peer-directed dialogic moves. The findings underscore the utility of T-SEDA in identifying and fostering dialogic interactions in EFL contexts.
Implications: The study highlights the potential of T-SEDA codes to guide EFL teachers in promoting dialogic teaching. Educators might learn how structured dialogic frameworks can enrich classroom interaction and support foreign language learning. Whilst the study's sample was small, the approach offers insights for adapting dialogic strategies in similar contexts and provides a foundation for further research on their long-term impact on language proficiency.
Description
Keywords (free text)
dialogic teaching , classroom interaction , T-SEDA , language learning , EFL Teaching