ENACTING DIALOGIC PEDAGOGY IN AN ONLINE EFL CLASSROOM: A Self-Study at An Indonesian Teacher Education Institution

Nina Wanda Cassandra, - (2025) ENACTING DIALOGIC PEDAGOGY IN AN ONLINE EFL CLASSROOM: A Self-Study at An Indonesian Teacher Education Institution. S3 thesis, Universitas Pendidikan Indonesia.

Abstract

This doctoral dissertation explores and analyzes my journey enacting Dialogic Pedagogy (DP) within 12 weeks in an online English as a Foreign Language (EFL) classroom during the COVID-19 pandemic. Rooted in Vygotsky’s sociocultural theory and Bakhtin’s theory of dialogism, DP has gained global recognition, inspiring this study. As a novice practitioner of DP, I felt the need to study this relatively new approach in my teaching context. A self-study of teacher education practices (S-STEP) research design was employed to critically examine my knowledge and practice of DP. Multiple qualitative data were collected, including video recordings, lesson transcripts, video-mediated reflection journals, critical dialogues with a peer, and student group interviews. The data were analyzed using Braun and Clarke’s (2006) thematic analysis, particularly dialogic and “turning point” moments highlighting key DP instances in action. Findings reveal that the enactment of DP was manifested by fostering a supportive classroom atmosphere and cultivating dialogic discourse. Enacting DP in an online EFL classroom opened up spaces for students' engagement, collaborative spaces, and language development in learning. However, its application was constrained by socio-cultural factors unique to the online and Indonesian context. Several obstacles were identified in adapting DP to the online EFL setting, including grappling with the theory of DP, reducing teacher-student detachment, prioritizing classroom discourse, employing more “wait time”, reinforcing students' engagement in classroom dialogue, and utilizing dialogic digital tools. Despite these obstacles, the study expands my understanding of DP implementation in online EFL learning and offers insights into adapting DP for online and offline settings. These findings contribute to the broader conversation on dialogic pedagogy in language learning and its applicability across different educational environments. This study addresses the limitation of self-study in the English Language Teaching (ELT) context (Peercy & Sharkey, 2020), especially in Indonesia, and enhances my understanding of how self-study can be effectively conducted, providing valuable insights essential to teachers' professional development and transformative growth.

Keywords: dialogic pedagogy; EFL; online language learning; self-study; teacher educator professional development.

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Item Type:	Thesis (S3)
Additional Information:	ID SINTA Dosen Pembimbing: Fuad Abdul Hamied: 5978397 Ahmad Bukhori Muslim: 5974554 Isti Siti Saleha Gandana: 5979123
Uncontrolled Keywords:	bahasa Inggris sebagai bahasa asing; pedagogi dialogis; pembelajaran bahasa online; penelitian self-study reflektif; pengembangan profesional pendidik guru. dialogic pedagogy; EFL; online language learning; self-study; teacher educator professional development
Subjects:	L Education > L Education (General) L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions:	Sekolah Pasca Sarjana > Pendidikan Bahasa Inggris S-3
Depositing User:	Nina Wanda Cassandra
Date Deposited:	30 Jan 2025 01:04
Last Modified:	30 Jan 2025 01:04
URI:	http://repository.upi.edu/id/eprint/130078

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