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

 
Summary 
University students encounter difficulties to express themselves comfortably and efficiently either 
when dealing with academic topics or common every day topics. This study seeks to identify the 
effect of dialogic teaching methods on university students’ critical thinking. It is commonly 
believed that teachers rely on language that allows only minor flexibility when exchanging views 
with their students. Too frequently they either pose questions that target predefined answers or 
simply lecture through lessons. This paper displays the introduction of the Communicative 
Approach drawing on dialogic teaching which means using talk most effectively for carrying out 
teaching and learning. Dialogic teaching involves ongoing talk between teacher and students, not 
just teacher-presentation. Here we show the most effective components of dialogic teaching skills 
that stimulate teacher-student interaction. However, dialogic teaching is faced with some 
challenges which exemplified in lack of adequate fluency and students’ motivation
.
About the Authors:
Dr. Ishraga Bashir
graduated at Khartoum University in 19982, and completed her MA in 
linguistics on ELT in 1996 and PhD on Applied linguistics in 2001. She is an associate professor 
at Al-Neelain University in the Department of English in the Faculty of Arts she a member of the 

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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
66 
research committee and was the head of the department. She is a supervisor of AM and PhD 
programs. She was the president of TESOL Sudan from 2009 to 2015.Primary research interests 
are in the field of linguistics ELT pedagogy and theory.