خلاصة:
Dialogical thinking paves the way for EFL learners to express their thoughts in discussion, be able to convince the intended audience effectively, and provide reasons for the way they think, which consequently leads to the manifestation of individual voice. This study examined the effect of teaching dialogical thinking on the development of voice in the writing skill of a group of intermediate female EFL learners. To this end, twenty-two EFL learners were selected randomly and were assigned to two groups, namely experimental and control groups. Oxford Placement Test was administered to ensure the participants’ homogeneity in terms of their language proficiency level. The experimental group received treatment on the dialogical thinking based on Alexander’s (2008) dialogical teaching model in the form of analytical discussions on eight controversial topics in ten sessions. On the other hand, the control group was asked to take part in the routine written classroom activities. To measure the expression of voice, Helms-Park and Stapleton’s (2003) Voice Intensity Rating Scale (VIRS) was used. The findings revealed that dialogical pedagogy stimulated logical arguments, sound reasoning, and sensible evaluations, and consequently, led to the manifestation of the individual voice via linguistic and rhetorical devices.
ملخص الجهاز:
This study examined the effect of teaching dialogical thinking on the development of voice in the writing skill of a group of intermediate female EFL learners.
To fill such a gap, this paper attempted to explore the effect of teaching dialogical thinking on the development of voice in intermediate EFL learners’ writing.
With respect to dialogical thinking instruction, students read various articles selected by the researchers on different issues including the actual school system, the positive and negative influences of TV programs, the educational values of computers, ‘success in life means money’, educational level of husbands and wives, friendship, doing a job to earn more money, and ‘team-work or individual work’.
The principles are presented below: Collective: Learners and teachers together address learning tasks in a group or as a class; Reciprocal: Listening to each other, learners and teachers share ideas and consider other possible different views; Supportive: Learners freely express their thoughts, without fear of being embarrassed due to possible wrong responses, and they assist each oth- er to arrive at common understandings; Cumulative: Learners and teachers expand their own and each other’s knowledge and understandings; Purposeful: Teachers design and boost dialogic teaching with specific educational objectives in view (Alexander, 2006).
Moreover, to explore whether teaching dialogical think- ing has any significant effects on the development of voice in intermediate EFL learners’ writing, independent samples t-test and paired t-tests were run.
As a result, it could be concluded that dialogical thinking had a statistically significant effect on intermediate EFL learners’ development of voice in writing.