An Investigation of Fostering Dialogic Stance in Students’ Classroom Talk: Iranian EFL Teachers’ Awareness of Dialogic Inquiry Approach in Focus

Subject Areas : Journal of Language, Culture, and Translation

Mojtaba Eghlidi ¹ , Mohsen Shahrokhi ^{2 *} , Mohammad Reza Talebinejad ³

1 - Department of English Language, Shahreza Branch, Islamic Azad University, Shahreza, Iran
2 - Associate Professor, Department of English Language, Shahreza Branch, Islamic Azad University, Shahreza, Iran
3 - Associate Professor, Department of English Language, Shahreza Branch, Islamic Azad University, Shahreza, Iran

Received: 2023-07-16 Accepted : 2023-12-26 Published : 2023-12-26

Keywords: Classroom talk, Dialogic Inquiry Approach, Teachers’ awareness, Teachers’ development,

Abstract :

The present study aimed to investigate the impact of teachers’ awareness of the dialogic inquiry approach on enhancing students’ classroom talk with a dialogic stance. To achieve this aim, an intensive in-service teachers’ development course was held for 3 EFL teachers at Mehr Language Institute, Eghlid, Fars, Iran. Afterward, they practiced the approach for a 20-session term. The researchers observed the video-recorded classes, made field notes, and applied the Increasing Progressive Differentiation and Career Points Scale and the Dialogic Inquiry Tool (D-I-T): Students’ rubric.  The D-I-T students’ rubric was utilized to identify the dialogic stance of students’ classroom talk. Collected qualitative data were analyzed and interpreted by Holiday’s (2015) method. The interpretation of data, largely, pointed out that the teachers’ awareness, progressively, made teachers change their classroom practice into a dialogic inquiry approach, and this caused an enhancement of students’ dialogic stance of classroom talk.

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