Arab World English Journal (AWEJ) Volume 12. Number3   September 2021                                    Pp. 186-200
DOI: https://dx.doi.org/10.24093/awej/vol12no3.13

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Bloometizing” the EFL Literature Classroom through a Dialogic Model:
A Barometer for Academic Change

Amina Bouali
Department of English, Faculty of Foreign Languages
Oran 2 University, Oran, Algeria
Email: amy.bouali@gmail.com

 

Received:   3/3/2021               Accepted: 9/3/2021                 Published: 9/24/2021

 

Abstract:
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.
Arab World English Journal, 12 (3) 186-200.

DOI: https://dx.doi.org/10.24093/awej/vol12no3.13

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Received: 3/3/2021
Accepted: 9/3/2021
Published: 9/24/2021
https://dx.doi.org/10.24093/awej/vol12no3.13 
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Dr Amina BOUALI is a senior lecturer at the University of Oran 2 in Algeria. She obtained her PhD in English Literature from the University of Tlemcen, Algeria. Professionally, her main areas of interest comprise Literature and Cultural Studies, Comparative Literature, and Teaching English as a Foreign Language (TEFL). DOI: http://dx.doi.org/10.24093/awejtls/vol4no2.‎15