DIALOGIC INTERACTION IN GRAMMAR INSTRUCTION: EXPLORING EXPLICIT AND IMPLICIT APPROACHES IN HIGHER EDUCATION EFL CLASSROOMS
Keywords:
dialogic interaction, explicit grammar instruction, implicit grammar instruction, EFL, higher education, SLA, grammar pedagogy, communicative competence, metalinguistic awareness, mixed-methods research.Abstract
This study investigates the role of dialogic interaction in mediating the effects of explicit and implicit grammar instruction in higher education EFL classrooms. Using a mixed-methods design, the research involved 100 university students divided into two instructional groups—one receiving explicit rule-based instruction and the other implicit communicative-based instruction. Both groups engaged in dialogic teaching strategies such as Socratic questioning, peer discussions, and reflective dialogue. Data collected through pre- and post-tests, classroom discourse analysis, and learner surveys revealed that dialogic interaction enhanced student engagement, grammatical accuracy, and communicative fluency across both instructional approaches. The study offers empirical evidence supporting a blended approach to grammar teaching and presents practical recommendations for curriculum design and pedagogical practice in tertiary-level EFL education. These findings contribute to Second Language Acquisition (SLA) theory by integrating dialogic pedagogy with grammar instruction frameworks, promoting sustainable and student-centered learning models.
References
1. Alexander, R. J. (2008). Towards dialogic teaching: Rethinking classroom talk (4th ed.). Dialogos.
2. Batstone, R. (1996). Noticing. Applied Linguistics, 17(2), 197–221.
3. Borg, S. (2006). Teacher cognition and language education: Research and practice.
4. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology.
5. Cowan, R. (2008). The teacher's grammar of English. Cambridge University Press.
6. DeKeyser, R. (1998). Cognitive perspectives on second language grammar. In Focus on Form.
7. Krashen, S. D. (1985). The input hypothesis: Issues and implications.
8. Nassaji, H., & Fotos, S. (2004). Current developments in research on the teaching of grammar.
9. Spada, N., & Tomita, Y. (2010). Interactions between instruction type and language feature.
10. Storch, N. (2018). Meaning-focused vs. form-focused instruction: A comparative study.
11. Heron, M. (2023). Patterns of talk in foundation year small group interaction.
