چکیده:
Current trends in education reformed the classrooms as critical sites for promoting learners’ social identity, cognitive development, and critical skills. From this perspective, the classroom turned out to be an arena to raise students' critical consciousness to be the agent of change. In such a context, this paper examined (a) the extent to which implementing the principles of dialogic teaching (DT) can increase critical thinking (CT) mode of students’ writing, (b) the practicality of DT from EFL teachers’ perspective. To this end, a qualitative method was adopted and the data were collected from students’ dialogue journals (DJs) and teachers’ perceptions on a CT questionnaire (CTQ). Notably, students were invited to write DJs to reflect on the class discussion. To quantify how DJs contribute to students' CT practice, Ada's (1988) four critical literacy (CL) modes in writing was employed. Analysis followed Heigham and Croker’s (2009) guidelines for generating meaning from DJs. An iterative analysis led to the identification of codes from students’ excerpts. Next, a nationwide study was conducted to distribute CTQ among 200 EFL teachers to navigate their priority over the principles of DT. The results indicated that students' descriptive and personal mode of writing decreased in the last temporal session and it changed to be critical and creative mode. Although teachers were supportive of the principles, they reported implementing DT may not be practiced in reality due to some boundaries. The findings suggest that language policymakers and materials developers should move along with the new critical-oriented, self-directed learning and dialogic notion of teaching.
خلاصه ماشینی:
Fostering Critical Writing through Dialogic Teaching: A Critical Thinking Practice among Teachers and Students 1Hamed Barjesteh* 2Fatemeh Niknezhad IJEAP- 2004-1527 Received: 2020-04-12 Accepted: 2020-07-04 Published: 2020-07-05 Abstract Current trends in education reformed the classrooms as critical sites for promoting learners’ social identity, cognitive development, and critical skills.
In such a context, this paper examined (a) the extent to which implementing the principles of dialogic teaching (DT) can increase critical thinking (CT) mode of students’ writing, (b) the practicality of DT from EFL teachers’ perspective.
To address the objectives, the following research questions were formulated: Research Question One: To what extent does implementing the principles of dialogic teaching increase critical thinking mode in EFL learners' dialogue journal writing?
Notably, The principles comprised different repertoires such as give room to your students’ questions, encourage students to explore, analyze, discuss, and argue, help students to think about what they hear, respect other’s view, encourage transactional , expository, interrogatory, exploratory, expressive, evaluative talk, use uptake in your class, have a top-notch evaluation for the students’ replies to your questions, pose questions with high cognitive level, use authentic and referential questions, propose content feedback, provide your students with the wait- time, develop a student-initiated talk, promote discussion and dialogue, discuss topics and subtopics with your students and sometimes allow your students select the topics, teach collectively, supportively, cumulatively, purposefully, and reciprocally, follow up your students’ contributions, manage the follow-up move (i.