"Bloometizing" the EFL Literature Classroom through a Dialogic Model: A Barometer for Academic Change

Autor/in	Bouali, Amina
Titel	"Bloometizing" the EFL Literature Classroom through a Dialogic Model: A Barometer for Academic Change
Quelle	In: Arab World English Journal, 12 (2021) 3, S.186-200 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2229-9327
Schlagwörter	Foreign Countries; Universities; Second Language Instruction; Second Language Learning; English (Second Language); Critical Thinking; Thinking Skills; Questioning Techniques; Teaching Methods; Persuasive Discourse; College Students; Debate; Literature Appreciation; Taxonomy; Algeria + Suchen Sie Ihr Suchwort? Ausland; University; Universität; Fremdsprachenunterricht; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Kritisches Denken; Denkfähigkeit; Befragungstechnik; Fragetechnik; Teaching method; Lehrmethode; Unterrichtsmethode; Persuasion; Persuasive Kommunikation; Collegestudent; Debating; Streitgespräch; Literarische Wertung; Taxonomie; Algerien
Abstract	On the 21st century scent of educational development, 'dialogism' hogs the limelight of leading academics, mapping ergo a stiff stronghold for active learning pedagogies. Regarding the field of literature more sensibly considered in English as Foreign Language (EFL) context, the plea for embracing interactive talks reverberates discernably in the air, yet, engaging practices are still an overlooked real-world praxis. Given this reality, the current paper endeavours to endorse the implementation of a new dialogic model that extrapolates its foundation-stone techniques from both of Bakhtin's (1983) discursive dialogues and Socratic argumentations. The pertinent problematics in this study is to investigate the effect of this model on enhancing learners' higher-order critical thinking skills (HOTSs). To fulfil this target, the researcher has embarked on an Experimental Study based on a pre/post-testing, carried on painstakingly with second-year EFL students at Oran2 University, Algeria. Substantially, after appraising the treatment results through SPSS, the study reveals that adopting such a dialogic model is a robust sinew for "Bloometizing" EFL literature classroom, namely by stimulating and revitalizing the learners' cognitive reasoning potentials at a very high complexity. Besides, in-class interactions help the students build empathy with literary texts and strengthen their analytical strategies. From this vantage point, the paper, finally, hopes that teachers adopt this dialogic model as a fitting instructional capstone to bringing literature back to life before the learners' eyes and to add the 'wow' factor inside literature classrooms. (As Provided).
Anmerkungen	Arab World English Journal. 10602 Davlee Lane, Richmond, Texas, 77407. e-mail: editor@awej.org; e-mail: info@ASELS.org; Web site: https://awej.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01