Using dialogic talks in EFL primary teacher education: an experience
The present study is part of a long-term research project based on the use of Dialogic Talks as a collaborative instructional strategy in EFL Teacher Education. The study was conducted with a group (n=20) of EFL Primary Teacher Education undergraduates with the aim of measuring the impact of the use...
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2020 |
| País: | España |
| Institución: | Universidad de Alcalá (UAH) |
| Repositorio: | e_Buah Biblioteca Digital Universidad de Alcalá |
| Idioma: | inglés |
| OAI Identifier: | oai:ebuah.uah.es:10017/63756 |
| Acceso en línea: | http://hdl.handle.net/10017/63756 https://dx.doi.org/10.26378/rnlael1429367 |
| Access Level: | acceso abierto |
| Palabra clave: | Teacher education Dialogic talks EFL Techniques Formación de profesorado Tertulias dialógicas Enseñanza del inglés como lengua extranjera Técnicas Filología Philology |
| Sumario: | The present study is part of a long-term research project based on the use of Dialogic Talks as a collaborative instructional strategy in EFL Teacher Education. The study was conducted with a group (n=20) of EFL Primary Teacher Education undergraduates with the aim of measuring the impact of the use of this strategy in the classroom. Data gathering tools included a questionnaire, students’ blogs, observation and the transcripts of sessions conducted in the classroom. Results show evidence of dialogic and transactional learning, while also finding traits of the use of higher-order thinking skills and the development of students’ communicative competence in English. |
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