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Improving Perceived Linguistic Competence in English (L2) through Dialogic Pedagogical Gatherings

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Title: Improving Perceived Linguistic Competence in English (L2) through Dialogic Pedagogical Gatherings
Language: English
Authors: Nerea Gutiérrez-Fernández, Lourdes Villardón-Gallego, Lirio Flores-Moncada
Source: Qualitative Research in Education. 2025 14(1):38-55.
Availability: Hipatia Press. Claramunt, 4, Local 2 08030, Barcelona, Spain. Tel: +34-93-302-1226: e-mail: info@hipatiapress.com; Web site: https://hipatiapress.com/hpjournals/index.php/ijep/
Peer Reviewed: Y
Page Count: 17
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Elementary Education
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Predictor Variables, College Students, Listening Comprehension, Dialogs (Language), Intervention, Pronunciation, Preservice Teachers, Teacher Education Programs, Educational Strategies, Teaching Methods, Linguistic Competence, Linguistic Theory, Self Esteem, Reading Skills, Speech Communication, Language Teachers, Student Attitudes, Communication Skills, Elementary School Teachers, Foreign Countries
Geographic Terms: Spain
ISSN: 2014-6418
Abstract: Perceived competence is considered an essential predictor of learner´s performance in language learning. It is therefore important to identify strategies that favor its development. This study aims to analyze whether the perceived linguistic competence of English as a L2 of pre-service teachers improves after implementing Dialogic Pedagogical Gatherings (DPGs), and if so, in which skills have there been improvements. Likewise, the study also pretends to identify which characteristics of the DPGs can favor this evolution. DPG is an educational strategy based on egalitarian dialogue among participants. The research involved 26 university students who participated in 8 DPGs during a whole academic year. Data was gathered qualitatively though an open-ended questionnaire and a focus group. The results show that the participants consider that they have improved their level of English after participating in the DPGs, especially in speaking and reading skills, as well as in pronunciation, listening comprehension, and confidence in using the language. They also identify some characteristics of the intervention as key to fostering this improvement: collaboration among peers, solidarity, reduced groups and classroom climate. The results with respect to this teaching strategy have implications for second language learning. [Note: The page range (38-55) shown in the citation on the PDF is incorrect. The correct page range is 38-54.]
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1465059
Database: ERIC
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  Data: Improving Perceived Linguistic Competence in English (L2) through Dialogic Pedagogical Gatherings
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  Data: <searchLink fieldCode="AR" term="%22Nerea+Gutiérrez-Fernández%22">Nerea Gutiérrez-Fernández</searchLink><br /><searchLink fieldCode="AR" term="%22Lourdes+Villardón-Gallego%22">Lourdes Villardón-Gallego</searchLink><br /><searchLink fieldCode="AR" term="%22Lirio+Flores-Moncada%22">Lirio Flores-Moncada</searchLink>
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  Data: Hipatia Press. Claramunt, 4, Local 2 08030, Barcelona, Spain. Tel: +34-93-302-1226: e-mail: info@hipatiapress.com; Web site: https://hipatiapress.com/hpjournals/index.php/ijep/
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  Data: Perceived competence is considered an essential predictor of learner´s performance in language learning. It is therefore important to identify strategies that favor its development. This study aims to analyze whether the perceived linguistic competence of English as a L2 of pre-service teachers improves after implementing Dialogic Pedagogical Gatherings (DPGs), and if so, in which skills have there been improvements. Likewise, the study also pretends to identify which characteristics of the DPGs can favor this evolution. DPG is an educational strategy based on egalitarian dialogue among participants. The research involved 26 university students who participated in 8 DPGs during a whole academic year. Data was gathered qualitatively though an open-ended questionnaire and a focus group. The results show that the participants consider that they have improved their level of English after participating in the DPGs, especially in speaking and reading skills, as well as in pronunciation, listening comprehension, and confidence in using the language. They also identify some characteristics of the intervention as key to fostering this improvement: collaboration among peers, solidarity, reduced groups and classroom climate. The results with respect to this teaching strategy have implications for second language learning. [Note: The page range (38-55) shown in the citation on the PDF is incorrect. The correct page range is 38-54.]
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      – Text: English
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      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Second Language Learning
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      – SubjectFull: Second Language Instruction
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      – SubjectFull: College Students
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      – SubjectFull: Listening Comprehension
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      – SubjectFull: Dialogs (Language)
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      – SubjectFull: Pronunciation
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      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Teacher Education Programs
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      – SubjectFull: Educational Strategies
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Linguistic Competence
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      – SubjectFull: Self Esteem
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