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

Dialogue is the most effective component of dialogic teaching
Results shows that 43.3% of respondents strongly agreed that dialogue is the most effective 
component of dialogic teaching, in addition, 31.7% of them agreed, 13.7% of them were neutral, 
10% of them disagreed, and only one respondent strongly disagreed.

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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
63 
Debate is the most effective component of dialogic teaching
The results showed that almost one third of respondents (33.3%) were strongly agree and agree 
(respectively) that debate is the most effective component of dialogic teaching, 23.3% of them 
were neutral, 6.7% of them disagreed and only 3.3% of the respondents were disagreed with the 
above assumption.
Argumentation is the most effective component of dialogic teaching
Results showed that 36.7% of the respondents strongly agreed that argumentation is the most 
effective component of dialogic teaching, 35% of them agreed, 15% of them were neutral, 11.7% 
of them disagreed, whereas
 
only one respondent strongly disagreed.
Questioning is the most effective component of dialogic teaching
The majority of the respondents (76.7%) believed in questioning as the most effective 
component of dialogic teaching (40% agree, 63.7% strongly agree), 15% of them were neutral, 5% 
of them strongly disagreed, 3.3% of them disagreed.
 The interpretation of the classroom debate results 
Classroom debates help students learn through friendly competition, examine controversial 
topics and “strengthen skills in the areas of leadership, interpersonal influence, teambuilding, 
group problem solving, and oral presentation.

Twenty students had been selected randomly from the sixth semester from the Department of 

English language – College of Education – Al -Fashir University to perform a classroom debate 
activity which is a part of this study. These students form the control group which was not 
introduced to debate techniques and skills. Students with the same number had been chosen from 
the sixth semester from the Department of English language – College of Arts – Al Fashir 
University to represent the experimental group which had been introduced to the techniques and 
strategies of debate such as debate organization, taking positions, refuting, rebutting and asking 
questions. The two groups performed a debate on "Which is more devil to our society poverty or 
illiteracy?" The two groups were assessed by two other English Language lecturers beside the 
researcher.