Arab World English Journal (AWEJ) Volume 12. Number3 September 2021 Pp. 186-200
“Bloometizing” the EFL Literature Classroom through a Dialogic Model:
A Barometer for Academic Change
Department of English, Faculty of Foreign Languages
Oran 2 University, Oran, Algeria
Received: 3/3/2021 Accepted: 9/3/2021 Published: 9/24/2021
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.
Keywords: Bakhtin’s discursive dialogues, dialogism, HOTSs, EFL literature classroom, Socratic argumentations
Cite as: Bouali, A. (2021). “Bloometizing” the EFL Literature Classroom through a Dialogic Model: A Barometer for Academic Change.
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