Iranian EFL Learners’ Perception of Applying Dialogic Inquiry Approach to Enhance Dialogic Classroom Talk: A Case Study on a Social-constructivist Teachers’ Professional Development Course

This mixed-methods study has set its goal on evaluating the effectiveness of an in-service teachers’ development course on the dialogic inquiry approach to language teaching to make EFL teachers ready to practice the approach in order to enhance learners’ dialogic classroom talk. To reach this aim, the researchers held an in-service teachers’ development course by considering social-constructivist principles for teachers’ professional development. The course was held by the participation of ۳ EFL teachers teaching at Mehr Language Institute, Eghlid, Fars, Iran. Then, the teachers practiced the approach for a whole term. The sessions were video-recorded and analyzed, and interpreted by Wells’s (۲۰۰۱) Discourse Analysis Coding Protocol. The researchers also scrutinized the learners’ perception on the application of the approach to foster their dialogic classroom talk. To do this, the learners were surveyed by a researcher-modified questionnaire developed by Lee (۲۰۱۴) after finishing the term. To triangulate the results of the questionnaire, the researchers selected ۹ students by a random sampling method to participate in in-depth interview sessions. The results of analyzing the qualitative and quantitative data revealed that the teachers’ development course was positively effective in the accurate application of the dialogic inquiry approach by the teachers to enhance learners’ classroom talk dialogically.

کلیدواژه ها:

Classroom Talk ، Dialogic Inquiry Approach ، Learner&rsquo ، s perception ، Social-constructivism ، Teachers&rsquo ، Professional Development