Dialogic Storying: A Narrative Research Methodology in English Language Education

Autor/in	Dhungana, Siddhartha
Titel	Dialogic Storying: A Narrative Research Methodology in English Language Education
Quelle	In: Qualitative Research Journal, 22 (2022) 2, S.173-187 (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dhungana, Siddhartha)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1443-9883
DOI	10.1108/QRJ-05-2021-0057
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Foreign Countries; Dialogs (Language); Personal Narratives; Language Teachers; Researchers; Story Telling; Doctoral Dissertations; Universities; Doctoral Students; Discourse Analysis; Nepal + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Dialog; Dialogs; Dialogue; Dialogues; Erlebniserzählung; Language teacher; Sprachunterricht; Researcher; Forscher; Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift; University; Universität; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Diskursanalyse
Abstract	Purpose: The article aims at analyzing narratives discourses to project dialogic storying as relevant in a mode of narrative research in English language education. Design/methodology/approach: As an English language teacher and researcher, the author adopts narrative analysis as the research method for doctoral study, so this article delves into narrative research methods, especially in the context of English language education. The author found various existing notions on narrative research from Clandinin and Connelly (2000) and Barkhuizen "et al." (2014), who contend that narrative is a mode of processing experiences and events in the form of a story. The author corroborated various notions on narrative research in English language education as an argument that narratives can be a strong data source in English language educational research. Since it has been a research focus for English language educators, the author explored seven dissertations that were submitted to a Nepalese university in 2017, 2018 and 2019. Findings: The article aims at analyzing narratives discourses to project dialogic storying as relevant in a mode of narrative research in English language education. While examining the dissertations, the author found that the subjective and ideological exploration of narratives is in practice; however, they need further in-depth analysis under a specific framing. The author argues that the concept of dialogic storying can be strong narrative research in English language education. Research limitations/implications: It has examined prospective applications of the dialogic storying process using dissertations submitted to a University in Nepal. In terms of conceptual discussions on narratives and narrative analysis, it is more interpretive. Practical implications: It provides an initial framing to get into narrative research in English language education. It allows academics to go further into subjective and ideological inquiries in order to discuss more categorical elements in narrative research. Originality/value: It is a more thematic and interpretive discussion so it discusses existing and appropriate practices in narrative research methods to defend the dialogic storying approach. It has not counter argued the existing knowledge; however, it provides insights to clarify dialogic storying as a research approach. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01