Dialogic teaching in English-as-a-second-language classroom: Its effects on first graders with different levels of vocabulary knowledge

Bonnie Wing-Yin CHOW, Anna Na-Na HUI, Zhen Jennie LI, Yang DONG

Research output: Contribution to journalArticlespeer-review

Abstract

As an effective teaching approach that allows teachers and students to interact collaboratively and actively build on each other’s ideas, dialogic teaching can enhance classroom engagement and learning outcomes. This study addresses the use of dialogic teaching for improving English language learning among Chinese children with varied levels of English vocabulary. It focuses on the effects of dialogic teaching on vocabulary knowledge and phonological awareness. Seventy-two first graders from Hong Kong primary schools were tested on English vocabulary knowledge and phonological awareness and were assigned to control and experimental conditions. A 12-week dialogic teaching intervention was implemented in daily English lessons. Results from repeated measures ANOVA showed that students in the experimental condition with dialogic teaching implemented exhibited significantly greater growth in expressive vocabulary knowledge on textbook items in both low and high vocabulary groups, and greater gain in phonological awareness in the high vocabulary group, than those in the control condition. These results suggest that dialogic teaching in English-as-a-second-language (ESL) classroom enhances English language development in young ESL learners. In addition, when assessing the effectiveness of dialogic teaching in young children’s second language classroom context, it is important to consider its differential effects on children with diverse vocabulary levels. Copyright © 2021 The Author(s).
Original languageEnglish
JournalLanguage Teaching Research
Early online date30 Jan 2021
DOIs
Publication statusE-pub ahead of print - 30 Jan 2021

Citation

Chow, B. W.-Y., Hui, A. N.-N., Li, Z., & Dong, Y. (2021). Dialogic teaching in English-as-a-second-language classroom: Its effects on first graders with different levels of vocabulary knowledge. Language Teaching Research. Advance online publication. doi: 10.1177/1362168820981399

Keywords

  • Dialogic teaching
  • English as a second language
  • Phonological awareness
  • Vocabulary knowledge
  • Children

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