Incorporating the dialogic approach in literacy classes: An empirical study

Abstract

This study aims at portraying the effect of using the dialogic approach by teachers in teaching a literary text to Algerian EFL learners at Teachers higher college of Laghouat. It depicts the approach’s impact on improving their communicative competence in class. Using a questionnaire and a classroom observation as research instruments, this research tempts to investigate the approaches used by two literacy teachers and evaluate the challenges they face in teaching a literary text through these approaches and its impact on developing the learners’ communication skills in class. Preliminary results of the study reveal that using traditional reading approaches resulted in lack of interest and understanding from the part of the learners whereas students who were familiarized with the dialogic approach had adequate understanding. For, this study showed that the suggested approach for teaching literacy had a great potential for enhancing EFL learners communicative competence in learning and understanding a literary text in class.