The Impact of Dialogic Teaching on Alleviating Foreign Language Speaking Anxiety Among High-School Students
Keywords:
communication skills, dialogic teaching, EFL learners, speaking anxiety
Abstract
Providing training for EFL learners to boost their communicative skills is a requirement in the 21st century. Instructors need to be actively engaged in adopting interactive teaching approaches instead of relying solely on the lecturing-based approach. Adopting a dialogic-based approach has demonstrated enhancement in students’ communication skills. This paper aims to investigate the impact of dialogic teaching on EFL learners’ levels of anxiety. To achieve this purpose, a quantitative research approach was adopted. A questionnaire was developed based on the readings of the literature and administered to 150 high school students in Morocco. Based on the results, the dialogic teaching approach proved to be successful in enhancing students’ communicative skills. Furthermore, the majority of the participants expressed their anxiety-free while making mistakes, enjoying their language class, and low anxiety when they spoke to natives. Additionally, the relationship between students and the students-teacher relationship boosted their freedom of expression. Through this approach, students’ non-linguistic skills, including self-confidence, teamwork, and stress management, were developed. This research paper implies that the effectiveness of this approach may vary among learners, possibly due to individual differences, such as their mindsets.
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https://doi.org/10.1016/j.sbspro.2012.06.281
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Edwards-Groves, C., & Davidson, C. (2020). Noticing the multidimensionality of active listening in a dialogic classroom. Australian Journal of Language and Literacy, 43(1), 83- 94. http://dx.doi.org/10.1007/BF03652045
Elahi Shirvan, M., and Taherian, T. (2020). Affordances of the microsystem of the classroom for foreign language enjoyment. Human Arenas 2020, 1–23. https://link.springer.com/article/10.1007/s42087-020-00150-6
Elahi Shirvan, M., Taherian, T., & Yazdanmehr, E. (2020). The dynamics of foreign language enjoyment: An ecological momentary assessment. Frontiers in Psychology, 11, 1391. https://doi.org/10.3389/fpsyg.2020.01391
Elahi Shirvan, M., Taherian, T., & Yazdanmehr, E. (2024). Foreign language enjoyment: a longitudinal confirmatory factor analysis–curve of factors model. Journal of Multilingual and Multicultural Development, 45(2), 224-242. http://dx.doi.org/10.1080/01434632.2021.1874392
Ellah, H. R., & Azmi, N. (2023). High school students’ perception and development of soft skills. International Journal of Language and Literary Studies, 5(2), 192-208. https://doi.org/10.36892/ijlls.v5i2.1283
Faizuddin, A., Azizan, N. A., Othman, A., & Ismail, S. N. (2022, October). Continuous professional development programs for school principals in the 21st century: Lessons learned from educational leadership practices. In Frontiers in Education (Vol. 7, p. 983807). Frontiers Media SA. https://doi.org/10.3389/feduc.2022.983807
Hassan, A., & Maharoff, M. (2014). The understanding of curriculum philosophy among trainee teachers in regards to soft skills embedment. International Education Studies, 7(12). https://doi.org/10.5539/ies.v7n12p84
Hays, C. B. (2008). The silence of the wives: Bakhtin's monologism and Ezra 7—10. Journal for the Study of the Old Testament, 33(1), 59-80. http://dx.doi.org/10.1177/0309089208094460
Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125‐132. https://doi.org/10.2307/327317
Howe, C., & Abedin, M. (2013). Classroom dialogue: A systematic review across four decades of research. Cambridge Journal of Education, 43(3), 325-356. https://psycnet.apa.org/doi/10.1080/0305764X.2013.786024
Huang, A. (2020). The dialogical nature of language use in interactive listening: revisiting meaning in context. Language awareness, 29(1), 21-40. https://doi.org/10.1080/09658416.2019.1686509
Jiang, G., & Li, C. (2017). Review and prospect of second language acquisition research from the perspective of positive psychology. Foreign Lang. World, 5, 32-39. http://dx.doi.org/10.26689/jcer.v8i6.7213
Jin, Y., Dewaele, J. M., & MacIntyre, P. D. (2021). Reducing anxiety in the foreign language classroom: A positive psychology approach. System, 101, 102604. http://dx.doi.org/10.1016/j.system.2021.102604
Kang, X., & Han, J. (2019). Improving teaching style with dialogic classroom teaching reform in a Chinese high school. World Journal of Education, 9(1), 38-45. https://doi.org/10.5430/wje.v9n2p38
Kathard, H., Pillay, D., & Pillay, M. (2015). A study of teacher-learner interactions: A continuum between monologic and dialogic interactions. Language, speech, and hearing services in schools, 46(3), 222-241. http://dx.doi.org/10.1044/2015_LSHSS-14-0022
Kruk, M. (2022). Dynamicity of perceived willingness to communicate, motivation, boredom and anxiety in Second Life: The case of two advanced learners of English. Computer Assisted Language Learning, 35(1-2), 190-216. http://dx.doi.org/10.1080/09588221.2019.1677722
Lefstein, A. (2010). More helpful as a problem than a solution. Educational dialogues: Understanding and promoting productive interaction, 170-191. https://discovery.ucl.ac.uk/id/eprint/10001313
Li, C. (2020). On the relationship between emotional intelligence and English academic achievement: the multiple mediating effects of enjoyment, anxiety, and burnout. Education and Multidisciplinary Studies, 1, 69-78. https://dx.doi.org/10.21013/jems.v18.n4.p8
Li, C., Jiang, G., & Dewaele, J. M. (2018). Understanding Chinese high school students’ foreign language enjoyment: validation of the Chinese version of the foreign language enjoyment scale. System, 76, 183-196. https://doi.org/10.1016/j.system.2018.06.004
Liubashenko, O., & Kornieva, Z. (2019). Dialogic interactive speaking skills assessment in the experiential teaching of technical English to tertiary school students. Advanced Education, 6(13), 18-25. http://dx.doi.org/10.20535/2410-8286.156228
Lopez, S. J., & Snyder, C. R. (2004). Oxford handbook of positive psychology. Psychologie, 25, 265-268.
http://www.ldysinger.com/@books1/Snyder_Hndbk_Positive_Psych/Snyder_Lopez_Handbook_of_Positive_Psychology.pdf
Mabrouk, E. H. (2019). Problems and strategy of educational development in Morocco. 6 (1). Milano: New Trends and Issues Proceedings on Humanities and Social Sciences. Retrieved from https://un-pub. eu/ojs/index. php/pntsbs/article/view/4196, 430-439.
http://dx.doi.org/10.18844/prosoc.v6i1.4196
MacIntyre, P. D. (1995). How does anxiety affect second language learning? A reply to Sparks and Ganschow. The Modern Language Journal, 79(1), 90-99. http://dx.doi.org/10.20535/2410-8286.156228
MacIntyre, P. D., & Gardner, R. C. (1991). Methods and results in the study of anxiety and language learning: A review of the literature. Language learning, 41(1), 85-117. https://doi.org/10.1111/j.1467-1770.1991.tb00677.x
MacIntyre, P. D., & Gardner, R. C. (1994). The subtle effects of language anxiety on cognitive processing in the second language. Language learning, 44(2), 283-305. https://doi.org/10.1111/j.1467-1770.1994.tb01103.x
MacIntyre, P., & Gregersen, T. (2012). Emotions that facilitate language learning: The positive-broadening power of the imagination. Studies in second language learning and teaching, 2(2), 193-213. http://dx.doi.org/10.14746/ssllt.2012.2.2.4
MacIntyre, P. D., Gregersen, T., & Mercer, S. (2019). Setting an agenda for positive psychology in SLA: Theory, practice, and research. The Modern Language Journal, 103(1), 262-274. https://doi.org/10.1111/modl.12544
Mercer, N., & Howe, C. (2012). Explaining the dialogic processes of teaching and learning: The value and potential of sociocultural theory. Learning, Culture and Social Interaction, 1(1), 12-21. http://dx.doi.org/10.1016/j.lcsi.2012.03.001
Mohammed Elhassan, I. B., & Adam, M. I. (2017). The impact of dialogic teaching on English language learners’ speaking and thinking skills. Arab World English Journal (AWEJ) Volume, 8. https://dx.doi.org/10.24093/awej/vol8no4.4
Niknezhad Naeijabad, F., Khodareza, M. R., & Mashhadi Heidar, D. (2020). Promoting dialogic talk in a speaking classroom: Rethinking Bakhtinian pedagogy. Journal of English Language Pedagogy and Practice, 13(26), 160-181. https://doi.org/10.30495/jal.2020.677294
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Published
2026-06-01
How to Cite
Khoudri, I. (2026). The Impact of Dialogic Teaching on Alleviating Foreign Language Speaking Anxiety Among High-School Students. EDUCASIA: Jurnal Pendidikan, Pengajaran, Dan Pembelajaran, 11(2), 151-164. https://doi.org/10.21462/educasia.v11i2.461
Section
Articles
