The Effectiveness of Dialogic Teaching Strategy in Developing EFL Critical Writing Performance of Secondary School Students

Abstract

The aim of the present study was to investigate the effectiveness of dialogic teaching strategy in developing EFL critical writing performance of secondary school students. For this purpose, eighty students were randomly selected from Hamza Ben Abd Elmotalb Secondary school; in Giza governorate. They were classified into two groups: the experimental group (N=40) who studied the proposed program and the control group (N =40) who studied by the traditional way. The instruments of the study were designed by the researcher including a list of some critical writing checklist, a pre/post critical writing test to evaluate the students' development in some critical writing skills before and after implementing the proposed program, a scoring scale rubric, interview and satisfaction questionnaire to determine the students' views on the program. Then, the researcher designed the proposed program of the study. Students' mean scores on pre/post test were statistically analyzed using t-test, and the effect size was also specified. Based on the obtained results, it was found that Dialogic teaching strategy was effective in developing the required critical writing performance for 2nd secondary school students. A set of recommendations and suggestions for further studies were provided.