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

Dialogic teaching provides learners with a chance to take an active part in classroom 
discourse
The result reveals that 51.7% of respondents strongly agreed that dialogic teaching provides 
learners with a chance to take an active part in classroom discourse, 41.7% of them agreed; only 
6.7% of them were neutral. Since in dialogic teaching students will have the chance to perfume 
activities such as narrating, explaining, asking different questions, analyzing and solving problems, 
exploring and evaluating ideas, discussing and arguing, then they are playing an active role in 
classroom discourse. The statement has been emphasized by this high percentage.
 
Dialogic teaching develops the learner's thinking
The result shows that 40% of respondents agreed that dialogic teaching develops the learner's 
thinking, 38.3% of them strongly agreed, 16.7% of them were neutral, only 5% of them were either 
strongly disagree or disagree. This proves that dialogic teaching can give students the opportunity 
to extend their talk and their thinking.
4/
Dialogic teaching develops the learner's ability of reasoning
Results shows that 40% of respondents strongly agreed that Dialogic teaching develops the 
learner's ability of reasoning, 28.3% of them agreed, 10% of them were neutral, only 6% of them 
disagreed. The development of the learners' of reasoning can be achieved through mastering 
argumentation skills.
5/ through dialogic teaching the learner may develop the skill of dialogue
more than half of respondents (58.3%) strongly agreed that 'through dialogic teaching the 
learner may develop the skill of dialogue, 26.7% of them agreed, 6.7% of them were neutral and 
disagreed respectively, and only one strongly disagreed. This is typically what happens when 
dialogic teaching is adopted because all students will have a chance to participate because they 
will be working in groups which leads to an effective relationship and intimacy among the 

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