Framework for Dialogic Teaching in English Reading Class: A Practice Guide for University Lecturers

Abstract

           This research was undertaken in the context of English reading class in Thailand universities. The research aimed to (1) identify essential elements of dialogic teaching in English reading class,  (2) develop the framework for promoting dialogic teaching, and (3) evaluate the framework. Data were collected in two stages: framework developmental stage and framework evaluation stage. In the developmental stage, data were collected from eighteen lecturers of English reading. The instruments included classroom observation survey, semi-structured, interviews and non-participant observation.  Data obtained were analyzed and crafted as a framework. In the evaluation stage, the framework was implemented in the researcher’s reading class, which had ninety-two students. Data were drawn from students’ grade reports and students’ evaluation of the courses.  The results showed that dialogic teaching in a reading class is multi-faceted. The framework proposed in the study divides reading lessons into four stages: pre-, while-, post- and beyond- stages. Each stage has different aims and involves a wide range of activities. The framework enables the lecturer to manage dialogic teaching in a more systematic way, which results in better learning outcomes and higher students’ satisfaction of the course.