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

Evaluation (experimental and control group)
Results have shown that 45% of the respondent students (experimental group) have a very good 
performance in classroom debate activity, 40% of them were good, 10% of them were excellent, 
and only 5% of them were fair. On the other hand, the performance of 45% of the respondent 
students (control group) in the classroom debate activity was fair, 25% of them had poor 
performance, 20% of them were good, and only 10% of them had very good performance in the 
classroom debate activity. It is clearly observed that students who attended or participated in 
classroom debate training program gained new skills and techniques that affected their 
performance positively compared to the students who did not participated in the training program.
 Qualitative analysis of the interviews

Forty English language teachers from thirteen Sudanese universities had been interviewed by 

asking them three questions. Regarding the first question "do you think that dialogic teaching 

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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
64 
develops Sudanese university English students' dialogue, debate, argumentation and questioning 
skills?", All respondents agreed with this assumption except one and they thought that using such 
a method in teaching will help improving these mentioned skills because as stated by twenty-two 
interviewees that it is the most important factor in developing the four mentioned skills through 
promoting communicative skills, and enhancing learner self-confidence. Other five respondents 
stated that the importance of this method of teaching (dialogic teaching) came from the fact that it 
develops effective interaction among the learners. Four of respondent teachers thought that 
dialogic teaching enhances argumentative skills that enable students to develop critical thinking 
and logical reasoning through evidences. 
 
Most of respondent teachers stated that dialogic teaching improves learners’ influence and 
speech mechanisms through teaching students to take turns and have positive roles. Also it gives 
students a chance to think critically, develop influence, and empower them to express their views 
freely and confidently. Only one respondent did not think that dialogic teaching is effective in 
developing dialogue, debate, argumentation and questioning skills of students because the teacher 
controls the class through this way, i.e. the teacher becomes the center of the class which restricts 
the ability of students in dialogue, debate, argumentation and questioning skills.
When discussing the effectiveness of the above mentioned skills in developing learners' 
speaking and thinking skills, almost all respondents stated that all the above skills, with more 
concentration on debate and argumentation skills which provide learners with chances to exchange 
and share their ideas with each others, so this will help them to expand their ideas and thoughts 
which will improve their thinking and speaking skills.
One of the interviewees believe that only dialogue and questioning skills suit student's 
knowledge and experience at this stage. Students at this level are unable to use debate and 
argumentation skills in class. Another interviewee said that dialogue is the most effective skill 
because all students can participate through using dialogue. He also stated that questioning 
technique is important in refreshing learner's ideas and thoughts. 
Most of the interviewed teachers stated that there are many challenges facing dialogic teaching 
in Sudanese universities such as the lack of enough time, motivation, students’ language 
proficiency levels and the influence needed to develop these skills. The major challenge is how to 
offer adequate training for teachers on modern techniques of dialogic teaching.