The Impact of the Application of Dialogic Teaching Rules on the Iranian High School ESL Learners’ Speaking Ability

Developing ESL learners’ speaking skills who study in Iranian senior high schools poses significant challenges due to the domination of traditional grammar-focused methods. This study investigates the effect of dialogic teaching rules, based on Alexander’s (۲۰۱۷) model, on the speaking skills of Iranian high school ESL learners. In a quasi-experimental pretest-posttest design, ۴۳ Iranian twelfth-grade students were assigned to an experimental group (n=۲۲) taught with dialogic rules and a control group (n=۲۱) taught conventionally using Vision ۲ and Vision ۳ materials. Speaking fluency, accuracy, cohesion/coherence, and interactive skills were assessed (scored out of ۲۵). Repeated measures ANOVA showed significant improvement in the experimental group's speaking performance as a whole (F (۱, ۴۱) = ۱۴.۵۰, p <.۰۰۱) compared to the control group, with significant improvements in fluency and interactive skills. According to Vygotsky's (۱۹۷۸) Sociocultural Theory, Communicative Language Teaching, Constructivism, and Bakhtin's Dialogism, these findings demonstrate that dialogic teaching enhances communicative competence. These results suggest that implementing dialogic teaching strategies can transform ESL classrooms by improving dynamic, learner-centered contexts in which oral interaction is prioritized.

کلیدواژه ها:

Dialogic teaching ، speaking ability ، ESL learners ، Iranian high school ، Communicative Competence ، Alexander’s model