The Impact of Dialogic Literary Gatherings on the Development of Receptive Skills in EFL Undergraduates
DOI:
https://doi.org/10.26754/ojs_misc/mj.202511384Keywords:
shared reading, dialogic education, English as a Foreign Language, literature, higher education.Abstract
In recent decades, the role of literature in foreign language learning has been reconsidered in an attempt to develop integrative methodologies which benefit from its vast educational potential (Van 2009; Barrette et al. 2010; Bloemert et al. 2017, among others). Building on previous research (Fernández-Fernández 2020; Bouali 2021; Fernández-Fernández and López-Fuentes 2024), this study explores the use of Dialogic Literary Gatherings (DLGs) as an integrative practice in teaching English as a Foreign Language (EFL) in higher education. Working with literary texts using DLGs provides students with authentic language input in a meaningful context. Our research attempts to discover how this practice influences the development of students’ (N = 39) receptive communicative abilities, and students’ and teachers’ perceptions of its impact, using standardised tests, questionnaires, videoblogs, focus groups and teachers’ observation diaries. Qualitative data highlights the importance of fostering a supportive classroom environment to motivate student engagement and enhance English language practice. Our findings reveal a statistically significant relationship between DLG implementation and students’ improvement of their receptive skills in English.
Downloads
References
ANDERSON, Lorin W. and David R. KRATHWOHL. (eds.) 2001. A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. Longman.
BARRETTE, Catherine, Kate PAESANI and Kimberly VINALL. 2010. “Toward an Integrated Curriculum: Maximizing the Use of Target Language Literature”. Foreign Language Annals 43 (2): 216-230. <https://doi.org/10.1111/J.1944-9720.2010.01075.X>. DOI: https://doi.org/10.1111/j.1944-9720.2010.01075.x
BLOEMERT, Jasmijn, Amos PARAN, Ellen JANSEN and Wim VAN DE GRIFT. 2017. “Students’ Perspective on the Benefits of EFL Literature Education”. The Language Learning Journal 47 (3): 371-384. <https://doi.org/10.1080/09571736.2017.1298149>. DOI: https://doi.org/10.1080/09571736.2017.1298149
BOUALI, Amina. 2021. “‘Bloometizing’ the EFL Literature Classroom through a Dialogic Model: A Barometer for Academic Change”. Arab World English Journal 12 (3): 186-200. <https://doi.org/10.24093/awej/vol12no3.13>. DOI: https://doi.org/10.24093/awej/vol12no3.13
CAMÚS FERRI, María del Mar, Marcos Jesús IGLESIAS MARTÍNEZ and Inés LOZANO CABEZAS. 2022. “Dialogic Learning as a Strategy for Reflection and Development of Communication in Initial Teacher Training”. Journal of Higher Education Theory and Practice 22 (10): 156-167. <https://doi.org/10.33423/jhetp.v22i10.5394>. DOI: https://doi.org/10.33423/jhetp.v22i10.5394
Council of Europe. 2020. Common European Framework of Reference for Languages: Learning, Teaching, Assessment - Companion Volume. Council of Europe Publishing.
EDMONSON, Willis. 1997. “The Role of Literature in Foreign language Learning and Teaching: Some Valid Assumptions and Invalid Arguments”. AILA Review 12: 42-55.
FERNÁNDEZ-FERNÁNDEZ, Raquel. 2020. “Using Dialogic Talks in EFL Primary Teacher Education: An Experience”. Revista Nebrija de Lingüística aplicada a la enseñanza de las lenguas 14 (29): 148-159. <https://doi.org/10.26378/rnlael1429367>.
FERNÁNDEZ-FERNÁNDEZ, Raquel and Ana Virginia LOPEZ-FUENTES. 2024. “Developing Positive Attitudes towards the Use of Literature in the Bilingual Classroom: A Study with EFL Primary Teacher Education Undergraduates”. Revista de Educación 1 (403). <https://doi.org/10.4438/1988-592X-RE-2024-403-606>.
FERNÁNDEZ-GONZÁLEZ, Sonia, Rosa GARVÍN FERNÁNDEZ and Víctor GONZÁLEZ MANZANERO. 2012. “Tertulias pedagógicas dialógicas: con el libro en la mano”. Revista Electrónica Interuniversitaria de Formación del Profesorado 15(4).
FERNÁNDEZ-ORTUBE, Alazne, Iván HERNANDO-MORENO and Jesús MARAURI-CEBALLOS. 2021. “La influencia de las tertulias dialógicas en la universidad y funciones psicológicas de orden superior”. Multidisciplinary Journal of Educational Research 11 (2): 152-177. <https://doi.org/10.17583/remie.0.6182>. DOI: https://doi.org/10.17583/remie.0.6182
FREIRE, Paulo. 2006. Pedagogía del oprimido. Siglo XXI Editores.
GEISLER, Michael, Claire KRAMSCH, Scott MCGINNIS, Peter PATRIKIS, Mary Louise PRATT, Karin RYDING and Haun SAUSSY. 2007. “Foreign Languages and Higher Education. New Structures for a Changed World: MLA Ad Hoc Committee on Foreign Languages”. Profession: 234-245. DOI: https://doi.org/10.1632/prof.2007.2007.1.234
JONES, Christian and Ronald CARTER. 2012. “Literature and Language Awareness: Using Literature to Achieve CEFR Outcomes”. Journal of Second Language Teaching and Research 1 (1): 69-82. <https://doi.org/10.5420/jsltr.01.01.3320>. DOI: https://doi.org/10.5420/jsltr.01.01.3320
LAORDEN-GUTIÉRREZ, Cristina and Mercedes FONCILLAS-BEAMONTE. 2021. “Tertulias pedagógicas dialógicas: dando voz al aprendizaje de los estudiantes en la educación superior”. Revista EDUCA UMCH 17: 21-40. <https://doi.org/10.35756/educaumch.202117.152>. DOI: https://doi.org/10.35756/educaumch.202117.152
LOZA AGUIRRE, Miguel. 2004. “Tertulias literarias”. Cuadernos de Pedagogía 34 (1): 66-69.
LOZANO, Inés, Marcos Jesús IGLESIAS, Antonio GINER-GOMIS and Luisa Aitana SAULEDA. 2019. “Las tertulias dialógicas en la Educación Superior: Un estudio cualitativo en la formación inicial docente”. In Roig-Vila, Rosabel (ed.) Investigación e innovación en la Educación Superior. Nuevos contextos, nuevas ideas. Graó: 261-271.
MERCER, Neil, Linda HARGREAVES and Rocío GARCÍA-CARRIÓN. 2016. Aprendizaje e interacciones en el aula. Hipatia.
PÉREZ-GUTIÉRREZ, Mikel, Marifa SALCEDA MESA and José Manuel CASTANEDO ALONSO. 2019. “Las tertulias curriculares dialógicas en el Grado de Magisterio de Educación Infantil en la Universidad de Cantabria”. Revista Infancia, Educación y Aprendizaje 5 (2): 286-292. DOI: https://doi.org/10.22370/ieya.2019.5.2.1628
ROSENBLATT, Louise M. 1938. Literature as Exploration. Modern Language Association.
RUIZ-EUGENIO, Laura, Marta SOLER-GALLART, Sandra RACIONERO-PLAZA and María PADRÓS 2023. “Dialogic Literary Gatherings: A Systematic Review of Evidence to Overcome Social and Educational Inequalities”. Educational Research Review 39: 100534. <https://doi.org/10.1016/j.edurev.2023.100534>. DOI: https://doi.org/10.1016/j.edurev.2023.100534
SOLER-GALLART, Marta. 2019. “Research on Dialogic Literary Gatherings”. In Mercer, Neil, Rupert Wegerif and Louis Major (eds.) The Routledge International Handbook of Research on Dialogic Education. Routledge: 348-359. <https://doi.org/10.4324/978042944167>. DOI: https://doi.org/10.4324/9780429441677-29
VAN, Truong Thi My. 2009. “The Relevance of Literary Analysis to Teaching Literature in the EFL Classroom”. English Teaching Forum 47 (3): 2-9.
Published
Issue
Section
License
Copyright (c) 2025 Raquel Fernández-Fernández, Silvia García-Hernández
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
