Enacting Dialogic Pedagogy in an EFL Online Classroom: A Self-Study.
Saved in:
| Title: | Enacting Dialogic Pedagogy in an EFL Online Classroom: A Self-Study. |
|---|---|
| Authors: | Cassandra, Nina Wanda1,2 (AUTHOR) ninsandra25@gmail.com, Hamied, Fuad Abdul1 (AUTHOR), Muslim, Ahmad Bukhori1 (AUTHOR), Gandana, Isti1 (AUTHOR) |
| Source: | Studying Teacher Education: Journal of Self-Study of Teacher Education Practices. Apr2026, Vol. 22 Issue 1, p46-68. 23p. |
| Subject Terms: | *Dialogic teaching, *Online education, *Virtual classrooms, *Research methodology, *Teacher education, *Classroom environment, *COVID-19 pandemic, Sociocultural factors |
| Abstract: | This study describes and analyzes the first author's attempt to implement dialogic pedagogy (DP) in an online English as a Foreign Language (EFL) classroom during the COVID-19 pandemic. Using reflective Self-study of Teacher Education Practices, data were gathered from video recordings, lesson transcripts, video-mediated reflection journals, and critical dialogues with co-authors. She found that her efforts to create an online classroom climate conducive to dialogue were somewhat unsuccessful, primarily due to a misstep in crafting the classroom contract and the influence of the existing sociocultural context. While her efforts to incorporate relationality into the online classroom using multiple cues fostered dialogue, the resulting exchange remained limited in depth. Despite formidable struggles, the study enhanced her understanding of cultivating a dialogic atmosphere in an EFL online classroom, contributing to the discourse on DP in online language learning practices. Further research by teacher educators using self-study methods is recommended to expand the limited research on dialogic pedagogy in EFL classrooms. [ABSTRACT FROM AUTHOR] |
| Copyright of Studying Teacher Education: Journal of Self-Study of Teacher Education Practices is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | This study describes and analyzes the first author's attempt to implement dialogic pedagogy (DP) in an online English as a Foreign Language (EFL) classroom during the COVID-19 pandemic. Using reflective Self-study of Teacher Education Practices, data were gathered from video recordings, lesson transcripts, video-mediated reflection journals, and critical dialogues with co-authors. She found that her efforts to create an online classroom climate conducive to dialogue were somewhat unsuccessful, primarily due to a misstep in crafting the classroom contract and the influence of the existing sociocultural context. While her efforts to incorporate relationality into the online classroom using multiple cues fostered dialogue, the resulting exchange remained limited in depth. Despite formidable struggles, the study enhanced her understanding of cultivating a dialogic atmosphere in an EFL online classroom, contributing to the discourse on DP in online language learning practices. Further research by teacher educators using self-study methods is recommended to expand the limited research on dialogic pedagogy in EFL classrooms. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 17425964 |
| DOI: | 10.1080/17425964.2024.2433788 |
