Creating a dialogic space in an EFL classroom environment

This study seeks to substantiate Mikhail Bakhtin's theory of dialogue in language learning and teaching in a language classroom in an EFL context. Scholars in this field have been trying to benefit from Bakhtin's dialogic approach to making meaning in learning and teaching in its direct connection to second and foreign language learning. However, there is no elaborate inquiry into understanding what the nature of dialogic space is in a language classroom when the dialogic space underlying the theoretical background of Bakhtin's notion of dialogue is created. Employing the semi-grounded theory approach, this study demonstrates that Bakhtin's philosophy of dialogue could be advanced beyond its limits, going so far as to construct a conceptualized theory, a conceptual framework and measurable criteria with evidence of clear questioning techniques along with comprehensible teaching and learning outcomes. To do this, two research phases were carried out. To create a dialogic space, which I term a safe zone, a pilot study was conducted with 25 pre-intermediate level students in the first phase of the study. In light of findings in literature, I primarily created a conceptual framework of how to create a dialogic space in a language classroom in an EFL context. I found that four features were available to EFL setting after doing a pilot study to investigate how to create a dialogic space in a language classroom in an EFL context. I constructed key features, which were investigated through a pilot study. These key features as four major categories, which emerged from the data analysis, are regarded as: Suspension of hierarchical positions, Respecting alien voices, Presence of dialogical self and Realization of ideology and power. This pilot study aimed to identify how students were able to question and create meaning and truth through dialogue. Since the beginning of this study, qualitative data has formed the foundation of my theory and analysis of these data generates the concepts I constructed. In this pilot study, data were collected through classroom dialogues, written responses and personal reflections. In the second phase of the study, which is regarded as major study, each of these key features was promoted and implemented to uncover the nature of a dialogic space created in a language classroom. Semi-grounded theory approach was employed. The nature of dialogues between teacher-student and student-student was explored in terms of their cultural, ideological, and contextual values. Data were collected through classroom dialogues, written responses and personal reflections with 17 beginner level students. In the first and second phases of the study, classroom dialogues were employed to investigate how participants consciously construct the meaning and truth in a dialogic space. Written responses were used to uncover participants reactions to the thematic content of the classroom dialogues based on the reading text. Those responses to classroom dialogues aimed to explore and examine cultural and structural values within that given context. Furthermore, personal reflections aimed to examine how participants' personal experiences and observations shaped their thinking and their acceptance of new ideas. Data results obtained from the major study revealed that the nature of the dialogic space in an EFL classroom shed lights on the dialogic understanding of language, culture, self and power issues. Employing the semi-grounded theory approach, the study demonstrates that Bakhtin's theory of dialogue allowed me to develop an approach to the relations between language, culture, and self as well as power issues within the discursive and intercultural practices. Data results also revealed that dialogic utterance deepens intercultural understanding, communication and competence in EFL/ESL classrooms.