Dialogic Teaching for ELT Undergraduate Students’ Speaking Skills

Abstract

There has been a great deal of recent interest among methodologists in a creative method that leads to an interactive classroom teaching and learning. As a result of a number of studies, a dialogic pedagogy was found and it was known as dialogic teaching. The current study aims to investigate dialogic teaching for ELT undergraduate students` speaking skills. To collect data for the study, three tools has been used; a questionnaire, an interview and an observational checklist. The questionnaire is distributed to the students of second, third and fourth year who have been selected from different Sudanese universities. Observational check list is used for two groups of respondents: Group (A) control group: consisted of 20 students at 3rd year. Group (B) Experimental Group: Also consisted of 20 students at 3rd year (semester 6). The forty students are from Al-Fashir University. Interviews are used with 40 English Language lecturers, assistant professors, and professors from different Sudanese Universities. The collected data has been analyzed quantitatively and qualitatively. Analysis of the questionnaire has shown that the majority of the respondents (85%) are either (agree 45%) or (strongly agree 40%) that using the technique of dialogue in teaching provides learners with opportunity to share ideas. It has been found that dialogic teaching components are effective if students are given enough time to practice these skills. Moreover, some interviewees think that that dialogue skills and questioning skills are the most effective and applicable in the classroom.