The Role of Socratic Dialogue in Engaging EFL Students in Grammar Lessons: Action Research
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| Title: | The Role of Socratic Dialogue in Engaging EFL Students in Grammar Lessons: Action Research |
|---|---|
| Language: | English |
| Authors: | Quyen Thi Thuc Bui, Trung Ngoc Nguyen |
| Source: | LEARN Journal: Language Education and Acquisition Research Network. 2026 19(1):569-596. |
| Availability: | Language Institute of Thammasat University. The Prachan Campus, 2 Prachan Road, Bangkok 10200 Thailand. e-mail: learnjournal@gmail.com; Web site: https://www.tci-thaijo.org/index.php/learn |
| Peer Reviewed: | Y |
| Page Count: | 28 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Grammar, Learner Engagement, Questioning Techniques, Teaching Methods, Early Adolescents, English (Second Language), Second Language Learning, Student Attitudes, Dialogs (Language), Critical Thinking, Foreign Countries |
| Geographic Terms: | Vietnam |
| ISSN: | 2630-0672 2672-9431 |
| Abstract: | Learning engagement is one factor fostering effective language acquisition, yet grammar instruction in EFL contexts often struggles to maintain students' active involvement. This action research (AR) investigated the role of Socratic Dialogue (SD) in enhancing grammar learning engagement with 13 intermediate-level EFL students aged 12-14 at a language centre. Data in this study were collected through two instruments: pre- and post-intervention questionnaires and focus group interviews with students of varying participation levels (low, moderate, high) to capture their perceptions. The results show that SD into classroom instruction fostered immersive learning experiences, encouraged self-directed grammar exploration through thought-provoking questions, and improved engagement across affective, behavioural, cognitive, academic, agentic, and social dimensions. Through interview analysis, despite different learning experiences during the treatment, all groups of students expressed positive perceptions toward the approach and claimed its benefits on their learning. The results suggest that integrating SD in grammar instruction significantly enhances student engagement and fosters critical thinking. This approach shifts the focus from traditional teacher-centred methods, offering students more opportunities for active participation and independent learning. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1508656 |
| Database: | ERIC |
| Abstract: | Learning engagement is one factor fostering effective language acquisition, yet grammar instruction in EFL contexts often struggles to maintain students' active involvement. This action research (AR) investigated the role of Socratic Dialogue (SD) in enhancing grammar learning engagement with 13 intermediate-level EFL students aged 12-14 at a language centre. Data in this study were collected through two instruments: pre- and post-intervention questionnaires and focus group interviews with students of varying participation levels (low, moderate, high) to capture their perceptions. The results show that SD into classroom instruction fostered immersive learning experiences, encouraged self-directed grammar exploration through thought-provoking questions, and improved engagement across affective, behavioural, cognitive, academic, agentic, and social dimensions. Through interview analysis, despite different learning experiences during the treatment, all groups of students expressed positive perceptions toward the approach and claimed its benefits on their learning. The results suggest that integrating SD in grammar instruction significantly enhances student engagement and fosters critical thinking. This approach shifts the focus from traditional teacher-centred methods, offering students more opportunities for active participation and independent learning. |
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| ISSN: | 2630-0672 2672-9431 |
