The Impact of Dialogic Teaching on English Language Learners’ Speaking and Thinking Skills

 
7. Data Analysis 
Two methods were used: 
1-
Quantitative analysis was used for analyzing the data collected through questionnaire and 
check list. The analysis was done by using the statistical package for social science (SPSS) 
program and the results were represented in the form of frequencies and percentage tables 
and figures.
2-
Qualitative analysis was used for analyzing interviews, where interviews, ethnographies 
and documents are the typical sources of qualitative data which can be captured on audio 
recording or video, cameras, charts and most commonly textual transcriptions. These texts, 
documents and recordings are analysed for their meaningful content and they are 
interpreted rather than counted or measured.

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Arab World English Journal (AWEJ) Volume 8. Number 4. December 2017 
The impact of Dialogic Teaching on English Language Elhassan &
Adam
Arab World English Journal
www.awej.org
ISSN: 2229-9327
60 
Results and Discussions: 
This part consists of three sections. The first section is concerned with the analysis and 
discussion of the data obtained from students' questionnaire. The second section presents the 
analysis and the results of the performance of the control group and experimental group in a 
classroom debate activity. The third section deals with the English language lecturers' responses 
to the interview which was designed to get their viewpoints on the influence of dialogic teaching 
on the development of the learners' speaking skills and thinking.
 Analysis and discussion of students' questionnaire
1/ 
Dialogic teaching enhances the learners' skills of speaking
Results shows that the great majority of respondents (96%) either strongly agreed (60%) or 
agree (36%) that dialogic teaching enhances the learners' skills of speaking; only 3.3% were 
neutral. According to the researcher' view point, this high percentage indicates the effectiveness 
of dialogic teaching enable the learners to value the difference between dialogic teaching and 
didactic teaching. In addition, it may refer to the fact that this type of teaching maximizes students' 
talking time which in turn enhances their speaking skills.