Can Dialogic Discourse Enhance Student Active Participation?
Öz
Purpose: This study aimed to investigate contribution of a professional development program committed to providing quality
training to support dialogic talk to student active participation. Indicators of active participation, in the context of this study,
were the speaking duration of the teacher compared to student, the number of different ideas of the students emerging in the
classroom milieu, the number of students answering per question asked by the teacher, and the rate of students’ personal
answers for the questions asked by the teacher.
Design/Methodology/Approach: In recruiting teachers, gathering, and analyzing data, the educational design-based research
(DBR) method was adopted. A total of seventeen teachers volunteered and participated in a four-week course program. The
program involved theoretical and practical information about authoritative and dialogic talk. After the program had been
completed, the teachers worked in pairs, designed lesson plans, and implemented the plans in their classrooms. Teachers’ preand post-intervention practices were videotaped and then transcribed.
Findings: A total of four teachers being able to successfully implement the dialogical discourse in their classrooms were selected
for analysis and the findings are reported in the present study. The descriptive analysis showed that dialogical discourse
generally contributed a significant increase in student talk ratio, number of student responses, new ideas, and students’
personal responses.
Highlights: Dialogical discourse-based education has reduced the speaking time of teachers. It contributed to the emergence
of different ideas in the classroom. It increased students' active participation in the lesson and their individual response rates.
Anahtar Kelimeler
dialogic discourse, authoritative discourse, active participation
Destekleyen Kurum
Proje Numarası
Teşekkür
Kaynakça
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