EFFECT OF DIALOGIC TEACHING ON ENGLISH SPEAKING SKILLS

This paper aims to investigate the influence of dialogic teaching on the development of the learners’ speaking skills. It is questioning why Kazakh students are unable to express themselves efficiently and comfortably. This seems crucial and imperative for students and it shouldn’t shape any obstacle for future development. Accordingly, this paper poses a significant issue that every learner of English needs to ponder. To collect data for the study, three tools has been used; a questionnaire, an interview and an observation. The questionnaire was distributed throughout the students who had been selected from different universities. The collected data is analyzed quantitatively and qualitatively. Data analysis has shown that dialogic teaching enables students to develop the skills of argumentation, questioning and debate which contribute to the development of their speaking skills. Generally, the findings indicate that authentic dialogic teaching components are effective if students are given enough time to practice its skills.

Translingual Practices for the Development of Latinx Teacher Candidates: A Pedagogy for the Border

This article explores the application of translingual pedagogies within a course on the development of bilingualism for Latinx bilingual teacher candidates (BTCs) in the U.S.-Mexico borderlands. Using a self-study methodology, it examines the application of translanguaging pedagogies for Latinx BTCs, and their evolving language ideologies. The participants were mostly emergent bilinguals (EBs) whose native Spanish language development was negatively impacted by hegemonic educational practices in the local K-12 schools. Therefore, while the first aim of my pedagogical practices was to promote learning of the content of the course, a second aim was to promote the development of academic Spanish language abilities, required for bilingual teacher certification. Findings include how the use of a translingual dialogic teaching approach led to the emergence of 1) a critical stance with an awareness of bilingualism as an advantageous resource in learning, and 2) the development of initial principles for their future practices that value translanguaging.

Effect of Using Dialogic Teaching Method on Seventh-grade Students’ Performance ‎in Speaking Skill

بحثت هذه الدراسة في اثر تطبيق التدريس الحواري على مهارة التحدث لدى طلاب ‏اللغة الإنجليزية كلغة اجنبية للصف السابع الأساسي. وقد تم اختيار شعبتين ‏صفيتين من مدرسة جامعة اليرموك النموذجية بطريقة عشوائية باستخدام أسلوب ‏اختيار العينات العشوائي، وذلك خلال الفصل الثاني من العام الدراسي ‏‏2018/2019. حيث تم اختيار الشعبة الصفية (أ) وفيها (31) طالبًا لتشكل ‏المجموعة التجريبية، فيما كانت الشعبة الصفية (ب) وفيها (33) طالبًا هي ‏المجموعة الضابطة. وقد تـم تدريس المجموعة التجريبية مهارة التحدث من خلال ‏برنامج قائم على التدريس الحواري, بينما تم تدريس المجموعة الضابطة بالطريقة ‏الاعتيادية على النحو المنصوص عليه في دليل المعلم. ولتنفيذ هذه الدراسة، تم ‏استخدام برنامج تدريسي يعتمد على أنشطة التحدث في المقرر الدراسي إضافة ‏إلى اختبار قبلي واختبار بعدي و بطاقة ملاحظة بعد التاكد من الصدق والثبات. ‏وأشارت نتائج الدراسة إلى أن التدريس الحواري ساهم بشكل كبير في تحسين ‏قدرات الطلاب في مهارة التحدث. ‏

The Promotion of Learner Autonomy in Thailand Tertiary Education: Lecturers' Perspectives and Practices

<p>The study seeks to describe the current state of the promotion of learner autonomy in Thailand, from the perspectives and practices of university language lecturers. The study employed a mixed method approach with emphasis on the qualitative phase. The research was conducted in two sequential phases, a quantitative survey followed by qualitative cases studies. The first phase aimed to investigate the extent to which learner autonomy has been valued by lecturers. The second phase aimed to describe how learner autonomy is currently practiced among Thai lecturers. In the first phase, the survey questionnaire was completed by 297 lecturers who taught foreign languages in universities in Bangkok and the south of Thailand. The survey findings suggest an inconsistency between the lecturers’ beliefs and practices. The lecturers reported strong beliefs in learner autonomy, but moderate practices. The lecturers also reported low levels of confidence in their students’ ability to be autonomous learners. Using the survey results, five lecturers were purposely selected to be included in the second, qualitative phase. Data in the second phase were collected through interviews, class observations, follow-up discussions and document analysis. Results show that the lecturers promoted learner autonomy in their class through communication strategies, teaching pedagogy and the learning atmosphere. The link from Phase 1 to Phase 2 reveals a pathway to the promotion of learner autonomy. The pathway begins with the lecturer beliefs in learner autonomy and ends with the practices of promoting learner autonomy. Along this pathway, the lecturers may experience four main factors that might support or prevent them from promoting learner autonomy. These factors include the lecturer’s understanding of the principles of learner autonomy; the organizational climate of their university; student attributes; and the social and educational elements of Thai society. Finally, the findings of both phases are used to develop a framework for ways to promote learner autonomy in Thailand. This framework includes activities that lead to dialogic teaching, shift of responsibility, and power symmetry between lecturers and students. The framework serves as a preliminary guideline for Thai lecturers to promote learner autonomy in their classes.</p>

The Promotion of Learner Autonomy in Thailand Tertiary Education: Lecturers' Perspectives and Practices

<p>The study seeks to describe the current state of the promotion of learner autonomy in Thailand, from the perspectives and practices of university language lecturers. The study employed a mixed method approach with emphasis on the qualitative phase. The research was conducted in two sequential phases, a quantitative survey followed by qualitative cases studies. The first phase aimed to investigate the extent to which learner autonomy has been valued by lecturers. The second phase aimed to describe how learner autonomy is currently practiced among Thai lecturers. In the first phase, the survey questionnaire was completed by 297 lecturers who taught foreign languages in universities in Bangkok and the south of Thailand. The survey findings suggest an inconsistency between the lecturers’ beliefs and practices. The lecturers reported strong beliefs in learner autonomy, but moderate practices. The lecturers also reported low levels of confidence in their students’ ability to be autonomous learners. Using the survey results, five lecturers were purposely selected to be included in the second, qualitative phase. Data in the second phase were collected through interviews, class observations, follow-up discussions and document analysis. Results show that the lecturers promoted learner autonomy in their class through communication strategies, teaching pedagogy and the learning atmosphere. The link from Phase 1 to Phase 2 reveals a pathway to the promotion of learner autonomy. The pathway begins with the lecturer beliefs in learner autonomy and ends with the practices of promoting learner autonomy. Along this pathway, the lecturers may experience four main factors that might support or prevent them from promoting learner autonomy. These factors include the lecturer’s understanding of the principles of learner autonomy; the organizational climate of their university; student attributes; and the social and educational elements of Thai society. Finally, the findings of both phases are used to develop a framework for ways to promote learner autonomy in Thailand. This framework includes activities that lead to dialogic teaching, shift of responsibility, and power symmetry between lecturers and students. The framework serves as a preliminary guideline for Thai lecturers to promote learner autonomy in their classes.</p>

Multilingualism: A Resource for Meaning-Making and Creating Ontological Access

This article explores first-year Extended Curriculum Programme (ECP) students’ multilingual practices in a university course where students have access to professionally translated technical terminology of the subject field. The study examines whether multilingual technical terminology—embedded in a dialogic teaching model—can contribute to students’ epistemological and ontological access to the disciplinary content, and whether it can contribute to knowledge construction in a discipline by incorporating students’ oral contributions of their lived experiences into the curriculum content. In order to answer the research questions, qualitative data were collected by transcribing, analysing and interpreting students’ multilingual oral contributions on key political science topics. The findings of the study confirm that students’ vernacular literacies can play an important role in providing epistemological and ontological access for students at university, and can contribute to authentic transformation and decolonisation of higher education.