Dialogic Interactions in the English-Mediated Classroom: A Case Study of a Social Science Class for Engineering Students in Korea

Citation data:

Asian Social Science, ISSN: 1911-2017, Vol: 10, Issue: 16, Page: 123-130

Publication Year:
2014
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Repository URL:
http://scholarworks.unist.ac.kr/handle/201301/5962
DOI:
10.5539/ass.v10n16p123
Author(s):
Choi, Jinsook; Tatar, Bradley; Kim, Jeong-Yeon
Publisher(s):
Canadian Center of Science and Education
Tags:
Arts and Humanities; Social Sciences; Economics, Econometrics and Finance; Authentic discussion; Collaborative learning; Dialogic interaction; English-mediated instruction (EMI); South Korea
article description
In this paper, we explore the role of dialogic interactions in enhancing L2 undergraduate students' classroom participation at a university in South Korea. Previous studies on English-mediated instruction (EMI) have focused primarily on the efficiency of instruction, as evaluated in terms of the skills and proficiency levels of the students or instructors, based on the assumption that L2 linguistic competence is the primary prerequisite for successful EMI classes. However, drawing upon survey and interview data of students' perceptions of dialogic teaching and classroom observation data, we demonstrate the success of dialogic teaching. Our findings suggest that L2 speakers can participate effectively in interactions in English when the class is designed systematically to allow multiple responses built upon their previous knowledge.