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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
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  Data: The Role of Socratic Dialogue in Engaging EFL Students in Grammar Lessons: Action Research
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  Data: <searchLink fieldCode="AR" term="%22Quyen+Thi+Thuc+Bui%22">Quyen Thi Thuc Bui</searchLink><br /><searchLink fieldCode="AR" term="%22Trung+Ngoc+Nguyen%22">Trung Ngoc Nguyen</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22LEARN+Journal%3A+Language+Education+and+Acquisition+Research+Network%22"><i>LEARN Journal: Language Education and Acquisition Research Network</i></searchLink>. 2026 19(1):569-596.
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  Data: 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
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  Data: <searchLink fieldCode="DE" term="%22Grammar%22">Grammar</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Questioning+Techniques%22">Questioning Techniques</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Adolescents%22">Early Adolescents</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Dialogs+%28Language%29%22">Dialogs (Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Critical+Thinking%22">Critical Thinking</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
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  Data: 2630-0672<br />2672-9431
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 28
        StartPage: 569
    Subjects:
      – SubjectFull: Grammar
        Type: general
      – SubjectFull: Learner Engagement
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      – SubjectFull: Questioning Techniques
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Early Adolescents
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Second Language Learning
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Dialogs (Language)
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      – SubjectFull: Critical Thinking
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Vietnam
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      – TitleFull: The Role of Socratic Dialogue in Engaging EFL Students in Grammar Lessons: Action Research
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              Y: 2026
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