THE IMPACT OF DIALOGIC LITERARY GATHERINGS

ON THE DEVELOPMENT OF RECEPTIVE SKILLS

IN EFL UNDERGRADUATES

IMPACTO DE LAS TERTULIAS LITERARIAS

DIALÓGICAS EN EL DESARROLLO

DE LAS DESTREZAS RECEPTIVAS DE

ESTUDIANTADO UNIVERSITARIO DE INGLÉS

COMO LENGUA EXTRANJERA

<https://doi.org/10.26754/ojs_misc/mj.2025 1 1384>

RAQUEL FERNÁNDEZ-FERNÁNDEZ

Universidad de Alcalá

<https://orcid.org/0000-0003-1858-2750>

SILVIA GARCÍA-HERNÁNDEZ

Universidad de Alcalá

<https://orcid.org/0000-0001-8276-604X>

45

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.

Keywords: shared reading, dialogic education, English as a Foreign Language,

literature, higher education.

miscelánea 72 (2025): pp. 45-68 ISSN: 1137-6368 e-ISSN: 2386-4834

Raquel Fernández-Fernández and Silvia García-Hernández

Resumen

En las últimas décadas, el papel de la literatura en el aprendizaje de lenguas

extranjeras ha sido reconsiderado con un interés en desarrollar metodologías

integradas que se beneficien de su gran potencial educativo (Van 2009; Barrette et

al. 2010; Bloemert et al. 2017, entre otros). Basándose en investigaciones previas

(Fernández-Fernández 2020; Bouali 2021; Fernández-Fernández and López-

Fuentes 2024), este estudio explora el uso de las Tertulias Literarias Dialógicas

(TLD) como una práctica integrada en la enseñanza del inglés como lengua

extranjera en la Educación Superior. Trabajar con textos literarios utilizando las

tertulias proporciona al alumnado la exposición a un lenguaje auténtico en un

contexto significativo. Nuestra investigación pretende descubrir cómo esta práctica

influye en el desarrollo de las habilidades comunicativas receptivas en lengua

inglesa del alumnado español (n=39), y en las percepciones del estudiantado y

profesorado sobre su impacto, utilizando pruebas estandarizadas, cuestionarios,

videoblogs, grupos focales y diarios de observación de las profesoras. Los datos

cualitativos destacan la importancia del fomento de un ambiente de aula positivo

para motivar la participación de estudiantado y mejorar la práctica de la lengua

inglesa. Nuestros resultados muestran una relación estadísticamente significativa

entre el uso de las tertulias y la mejora de las habilidades receptivas en inglés del

estudiantado.

46

Palabras clave: lectura compartida, educación dialógica, inglés como lengua

extranjera, literatura, educación superior.

1. Introduction

The place of literature in English language learning has evolved throughout time.

Consideredanessentialvehicleforlanguageandculturallearninginthepast, literary

texts later fell out of favour among English language teaching methodologies

because of their perceived inability to contribute to the enhancement of real

communicative skills (Edmonson 1997). Recently, however, we can find proof of

a renewed interest in literature in English language learning. In 2007, the Modern

Language Association Ad Hoc Committee on Foreign Languages highlighted

the importance of integrating language and literature in their report Foreign

Languages and Higher Education: New Structures for a Changed World (Geisler et

al. 2007). The committee also argued for a comprehensive approach to teaching

that enables teachers to combine language skills with cultural and literary studies to

develop students’ translingual and transcultural competences. In the same line, the

Common European Framework of Reference for Languages included literature as

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The Impact of Dialogic Literary Gatherings

a valid educational resource to improve students’ comprehension of language and

culture and advance their ability to interpret and produce complex texts (Council

of Europe 2020). However, little is said about the methodologies recommended

to ensure a successful integration of language and literature in the EFL classroom.

Our study proposes Dialogic Literary Gatherings (DLGs) as a valid educational

practice to incorporate literature in EFL learning. Under the principles of dialogic

education (Freire 2006), DLGs provide a structured yet dynamic learning

environment, favouring language acquisition and learning (Fernández-Ortube

et al. 2021; Ruiz-Eugenio et al. 2023). When participating in DLGs, students

engage in collaborative dialogues and fruitful discussions that deepen their

understanding of the texts and enhance their communication skills (Loza 2004;

Laorden-Gutiérrez and Foncillas-Beamonte 2021). This practice is consistent with

current educational goals, as it promotes a comprehensive learning experience

that integrates language and cultural and literary competences while promoting

inclusion and diversity as well as soft skills such as working in groups, elaborating

ideas with others or aiding others to understand a text.

The research project was carried out in first-year undergraduates (N = 39) enrolled

in the subject English I in the Degree in Modern Languages and Translation,

and was part of the educational innovation project “Dialogic Talks in Higher

Education EFL contexts” (UAHEV/1465) (2022-2023) approved by the

Universidad de Alcalá. The present study provides evidence of the impact of

this innovative pedagogical intervention on students’ receptive skills. Reception

was the chosen area of focus because of the nature of the intervention, which

highlights this mode of communication specifically, and due to learners’ language

needs, as they scored lower on receptive tasks than in the productive areas. Also,

first-year undergraduates must develop a strong foundation in receptive skills to

advance their learning throughout the degree. Our data was collected through

questionnaires, standardised tests, students’ videoblogs, focus groups and

teachers’ observation diaries. By looking at students’ perceptions and results, this

research examines whether and how the implementation of DLGs influences the

development of students’ EFL receptive skills in this context.

47

2. An Overview of Dialogic Literary Gatherings

DLGs are considered a social practice under the umbrella of dialogic education,

as proposed by Freire in his fundamental work Pedagogy of the Oppressed

(2006). As stated in Fernández-González et al. (2012), DLGs are related to

the principles of dialogic education in that they foster egalitarian dialogue,

promote the development of cultural intelligence, make use of instrumental

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Raquel Fernández-Fernández and Silvia García-Hernández

learning, promote solidarity, acknowledge diversity, give learners a purpose and

boost transformation. Essentially, they highlight the power of dialogue to foster

freedom and transformation, acknowledging the voice of each individual and

encouraging meaningful conversations that enable learners to actively engage in

their own learning process. This will lead them to develop their critical thinking

and challenge oppressive structures. This approach to literature is in line with

Rosenblatt’s transactional theory of reading (1938) inasmuch as it values

reading, dialogue and critical thinking as indispensable elements in creating a

better society.

In the present study, we draw upon DLGs, recognised as a Successful Educational

Action (Soler-Gallart 2019; Ruiz-Eugenio et al. 2023). DLGs are considered

cultural activities which involve the discussion of literary texts by a group of people.

The mechanics are simple: participants bring a paragraph or piece of text they want

to discuss with the group. A moderator presents the text, ensures effective turn-

taking and promotes the participation of all the members of the group. In the

interchange of ideas, all the participants’ contributions are listened to, discussed

and welcomed. These contributions may come from people other than the class, as

DLGs are open to the educational community. Therefore, DLGs provide a space

for students to engage in collaborative reading and discussion, emphasising mutual

respect and understanding, as well as shared meaning-making.

48

In language learning terms, Loza (2004) asserts that DLGs can improve both

receptive and productive skills but highlights their potential to promote respectful

and active listening to all participants. After all, people participating in DLGs build

and reshape their ideas together with others. Therefore, oral reception is developed

with a critical perspective. Also, DLGs are said to improve either independent

reading or reading aloud, facilitating learning through all communication modes,

but using written reception as the springboard for production. In this sense,

receptive skills play a fundamental role in developing DLGs successfully, while

DLGs contribute to adequate development of these skills.

All the aforementioned elements align seamlessly with the considerations of the

CEFR, particularly in its latest version, the Companion Volume (Council of Europe

2020), which recognises language learners as social agents, emphasising their

active role in language acquisition and communication. It also recommends the

development of comprehensive language learning through activities that promote

reception, production, interaction and mediation. DLGs, as an educational

practice, engage students in reading and discussing literary texts, creating a safe

and encouraging environment for learners to use their communicative abilities in

an authentic context and with real-life purposes. The collaborative nature of DLGs

fosters interaction and mediation, as students interpret texts, share perspectives and

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The Impact of Dialogic Literary Gatherings

negotiate meaning in an egalitarian dialogue. This approach improves linguistic

proficiency and cultivates plurilingual and pluricultural competencies, since they

align with the goal of promoting intercultural dialogue and social inclusion.

Therefore, integrating literature into language learning using DLGs provides

students with a holistic educational experience that meets the current principles of

effective language education.

3. Literature Review

A recent systematic review of literature on the use of DLGs in education (Ruiz-

Eugenio et al. 2023) found that scarce work on the use of this educational practice

has been carried out in higher education contexts, particularly in English language

learning contexts. To further prove this point, we conducted an overview of articles

published in recognised academic journals from 2019 to the time of writing. To

that end, the academic search engines Google Scholar and ERIC and the AI tool

Consensus were used to extract relevant sources. This process led to the retrieval

of eight articles on the use of DLGs in higher education (see Table 1).

49

Authors (year)

Context

Country

Pérez-Gutiérrez et al. (2019)

Early childhood teacher education degree

Spain

Early childhood and primary teacher

education

Lozano et al. (2019)

Spain

Algeria

Spain

Fernández-Fernández (2020)

Fernández-Ortube et al. (2021)

Bouali (2021)

EFL primary teacher education

Sports science and primary teacher

education

EFL

Laorden-Gutiérrez and Foncillas-

Beamonte (2021)

Social education degree

Early childhood education

EFL primary teacher education

Camús Ferri et al. (2022)

Fernández-Fernández and López-

Fuentes (2024)

Table 1. Studies reporting on DLGs in higher education contexts reviewed

The fact that most studies have been carried out in Spain comes as no surprise,

as DLGs originated in adult schools in Barcelona (Spain) and, accordingly, there

are several ongoing initiatives on DLGs in the country. Regarding the context of

this earlier research, six studies focus on teacher education (generally at the early

childhood and primary education levels), and only two deal with EFL contexts.

Therefore, thereislittlepublishedresearchonDLGsincontextswhereanadditional

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Raquel Fernández-Fernández and Silvia García-Hernández

language is used. This is especially contradictory since many studies in L1 settings,

such as Fernández-Ortube et al. (2021) or Camús Ferri et al. (2022), highlight

their potential to improve students’ language and communicative abilities.

The studies analysed show different areas of research focus as well as a variety of

data-gathering tools. One prominent area is student opinions, perceptions and/

or attitudes towards the use of DLGs. Lozano et al. (2019) and Camús Ferri

et al. (2022) employ semi-structured interviews, while in Fernández-Fernández

(2020) and Fernández-Fernández and López-Fuentes (2024) there is a set of

tools encompassing pre- and post-questionnaires, written or oral testimonies,

focus groups, observation diaries or recorded sessions. One study (Fernández-

Fernández and López-Fuentes 2024) provides findings from a sustained experience

applying DLGs over three years to different student cohorts. Another common

area of research is cognition and, more specifically, how DLGs influence students’

higher-order thinking skills (HOTS) (Anderson and Kratwohl 2001) as found in

Fernández-Fernández (2020), Bouali (2021) and Fernández-Ortube et al. (2021).

In all the articles analysed, there is evidence of the positive impact of DLGs, as

they improve students’ participation in the learning process and promote academic

excellence (Pérez-Gutiérrez et al. 2019); make students value the experience of

sharing their ideas and experiences in a respectful environment (Lozano et al.

2019); engage learners in discussing social issues (Fernández-Ortube et al. 2021);

improve student attitudes towards the use of literature as an educational tool

(Fernández-Fernández, 2020; Fernández-Fernández and López-Fuentes 2024)

and develop their cognitive skills at higher levels (Fernández-Fernández 2020;

Bouali 2021; Fernández-Ortube et al. 2021).

50

Concerning the development of language and communication, previous research

has provided evidence on how DLGs improve students’ interactional skills.

However, these studies are not sufficiently systematised and are generally based

on informal observations. Also, some indicate this as an area of improvement, as

students seem to have difficulties expressing their thinking (Lozano et al. 2019)

and using more complex communication skills to share information (Camús Ferri

et al. 2022). Generally, the studies analysed delve into productive skills, especially

speaking and interaction skills, and prominently in the mother tongue (Fernández-

Ortube et al. 2021; Camús Ferri et al. 2022).

These lacunae found in the literature review underscore the importance of studying

language gains and difficulties more systematically and observing skills other than

productive ones in foreign language contexts. Thus, our study attempts to fill this

gap, considering how DLGs influence Spanish students’ receptive skills in English,

an additional language. Students involved in this practice read literary texts and

play an active role as listeners; however, little is known about the impact of this

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The Impact of Dialogic Literary Gatherings

practice on their foreign language development. Another important concern is

that data is generally retrieved from informal observation. For this reason, we

aim to obtain information using different data-gathering tools: standardised

tests, questionnaires, videoblogs, focus groups and teachers’ observation diaries,

through which we will get a better insight into the possible benefits of the practice

implemented. Finally, we also want to contribute to the area of EFL in higher

education, which is clearly underrepresented in the literature.

4. The Study

4.1. Aims

This study aimed to explore and understand the effectiveness of literary texts

as educational resources in the EFL classroom in higher education through the

implementation of a teaching-learning experience using DLGs. The study was

undertaken to address the following research questions:

RQ1: Do DLGs have an impact on EFL undergraduates’ receptive skills?

51

RQ2: What are undergraduates’ perceptions of the contribution of DLGs to their

EFL learning and, in particular, to their receptive skills?

RQ3: What are university teachers’ perceptions of the contribution of DLGs to

their students’ EFL learning and, in particular, to their receptive skills?

Our focus on receptive skills stems from the grounding of DLGs in the collective

reading and discussion of literary texts, which directly fosters students’ exposure to

rich and authentic oral and written input, and encourages active listening and the

interpretation of meaning. Also, as shown in the literature review, studies on DLGs

are mostly focused on how these have a positive impact on students’ interaction

and production skills; however, little has been said regarding their impact on

students’ development of reception skills. This research aims to address this

specific gap and provide empirical evidence in this area that, in our view, remains

rather unexplored.

4.2. Pedagogical Intervention

The researchers selected the text to be worked on in the DLGs considering language

complexity and a plot that addressed social issues. Once several possibilities were

studied, the novel One Crazy Summer (2011) by Rita Williams-García was chosen.

The language used is not complex, as the novel is directed at native-speaking teens.

The story, set in the United States in the 1960s, revolves around the trip of three

black girls to meet their mother. The context of the civil rights movement is vividly

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Raquel Fernández-Fernández and Silvia García-Hernández

described through the eyes of the oldest sister, Delphine. The novel, awarded with

the Newbery Medal, the Coretta Scott King Book Award and the Scott O’Dell

Award for Historical Fiction, has been praised for its engaging narrative, well-

developed characters and historical accuracy, and offers a compelling depiction of

a pivotal era in American history, while informing readers about the Black Panther

Party and the broader fight for racial justice and equality. The novel delves into

universal and timeless topics such as racism, the civil rights movement, family,

identity, motherhood and education, making it significant and valuable for students

in the 1^styear of the Modern Languages and Translation degree.

The lecturers scheduled one-hour DLGs for each group every two weeks,

assigning students several chapters to be read outside the classroom. Students had

seven sessions where they were invited to sit in a circle and discuss a sentence or

paragraph they had extracted from the novel. The teacher acted as the moderator

in the first session to model this role; in subsequent six sessions, students assumed

this role on a voluntary basis. It is worth noting that the teachers here do not

remain at the forefront, but rather emphasise their role as readers, thus altering the

hierarchical relationships in the classroom layout and dynamic.

52

4.3. Context and Participants

The study was performed by the two lecturers who implemented the DLGs, and

who are also the researchers authoring this paper, at the Universidad de Alcalá, in the

subject English I, part of the first semester of the first year of the degree in Modern

Languages and Translation (2022-2023). In this course, students are expected

to develop all modes of communication (reception, production, interaction and

mediation) to a B2 (CEFRL) level. Furthermore, they also learn how to monitor

their performance when communicating in English, to identify, define and solve

their problems when dealing with the oral and written skills. To assist students

in achieving these academic learning objectives, lecturers included DLGs as an

educational strategy in their teaching curricula, and students were informed about

the study associated with it. Participation in the research was voluntary.

Volunteer participants comprised 39 first-year undergraduates. There were 32

women, five men and two non-binary students. When prompted to self-declare

their English language level in the questionnaire, a majority reported having a B2

(21 students) level, followed by C1 (nine students), B1 (four students), A2 (one

student) and C2 (one student). Three did not indicate their level of proficiency in

the questionnaire.

Concerning their reading habits in their mother tongue and in English, students

showed a low frequency of reading. In their mother tongue, most students

(n = 22) read 1 to 4 books per year. However, four reported not reading any books,

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The Impact of Dialogic Literary Gatherings

whereas two students read more than 20. In English, most students (n = 25) also

read 1 to 4 books. However, eight students reported not reading any books in

English, and none read more than 20. Although the patterns are similar, there is

a slightly lower engagement in English. When looking into their main motivation

to read in English, entertainment was the most prevalent (n = 19), followed by

vocabulary learning (n = 11). They also stated they have problems finding the time

and motivation to read more. This information may indicate that students do not

generally read literature in English in the classroom; rather, they read for pleasure

and with a lower frequency than desired.

The study also included a control group (group B), which was composed of 34

students enrolled in the same course with the same teachers a year later (2023-

2024). They did not engage in DLGs in any way. The distribution regarding

gender was similar (six men and 28 women); and their median English level was

also B2. Likewise, students completed a questionnaire on their reading habits,

showing the same patterns found in the experimental group, with slightly higher

results in the average number of books read in English.

4.4. Research Design and Tools

53

The present study is empirical and employs a mixed-methods research design,

incorporating qualitative and quantitative data to gather the necessary information

to respond to the research questions. Five different data-collection tools were

used in this study. First, a questionnaire based on Jones and Carter (2012) (see

Appendix 1) was developed to examine the participants’ perception of the use of

literature in the EFL classroom. The questionnaire was not formally piloted due to

the small and well-defined sample. Yet, to ensure clarity, relevance and applicability,

the instrument was created especially for this setting, and verified by earlier studies

(Fernández-Fernández and López-Fuentes 2024) as well as expert review by other

members of the authors’ research team. The questionnaire was administered before

and after the implementation of DLGs and was divided into three sections. This

first part focused on explaining the main aims of the project and asked students

to acknowledge that they had been informed of their participation in the research

and given their consent to take part in it. The second section revolved around

general information and reading habits. This section included nine questions in

which participants were asked to provide information on aspects such as their age,

level of English and reading habits both in their mother tongue and in their second

language (English). The last section consisted of five questions rated on a 10-point

Likert scale (1 being “strongly disagree”, and 10 being “strongly agree”) where

participants had to reflect on their perception of the use of literature in the EFL

classroom, its usefulness and their motivation to engage with it.

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Raquel Fernández-Fernández and Silvia García-Hernández

Second, teachers completed observation diaries in the DLG lessons. While

monitoring the activity, teachers took notes on students’ perceptions and

performance related to the development of their receptive skills in English.

Third, students were asked to record a videoblog about their personal experience

with this activity in the classroom to collect their general perceptions of DLGs

and to evaluate their spoken performance. More precisely, participants were

asked to reflect on the impact DLGs had on their development of competences

in English and their awareness of salient socio-historical themes depicted in the

novel. On a similar note, students also shared individually and privately with

their teachers/researchers how the experience had worked for them, to allow

them to express their views openly, without the pressure of what other students

might think.

The fourth tool was the exam, extracted from the free samples provided by

Cambridge ESOL webpage. In the seventh week of the course, that is, towards

the middle of the semester, a mid-term exam was held to measure the development

of students’ receptive skills in English. Similarly, an additional exam was held at

the end of the semester again as part of the continuous assessment of students to

achieve B2.

54

Finally, focus groups were organised after the results obtained from the other

data sources had been analysed. All participants volunteered to take part in these

groups. A thirty-minute group interview was conducted by an external research

team member to prevent participants from being reluctant to express their opinions

freely, given that the teachers of the subject are the researchers developing this

project, and therefore we wanted to avoid any type of bias or reservation, as well

as to discourage participants from merely stating what they believed we wanted to

hear. The focus group discussion was organised around the following topics:

•

The concept of DLGs and their implementation in the EFL class. The

discussion focused on aspects such as the classroom atmosphere generated,

how the experience of using literature in the class differed from any previous

experience with literature in the classroom, and how the experience of reading

the selected novel would have been different if not performed through DLGs.

•

Usefulness of DLGs for foreign language learning. The guiding questions

revolved around the aspects they had improved, the extent to which sharing

ideas with their peers had helped them, and what they had gained from

working with DLGs in class.

Difficulties and further work. In the last part of the focus group, researchers

were interested in understanding students’ difficulties while participating in

the DLGs.

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4.5. Research Procedure and Ethics

The research was conducted from September to December 2022. The instruments

for data collection were applied uniformly to the two groups that participated in

the research. At the beginning of the course, the researchers administered the

pre-test questionnaire. The post-test, submission of student videoblogs and focus

groups took place in the last weeks of the semester in December. The teachers’

observation diaries, which were completed throughout the seven weeks, were

collected at the end of the experience in December. Concerning data treatment and

analysis, researchers gave a code to each participant to preserve their anonymity.

The researchers performed statistical analysis using SPSS 28 and obtained graphic

representations (tables) using this programme. The qualitative data gathered from

the teacher observation diaries, the students’ videoblogs and the focus groups were

transcribed and then coded and analysed using the software tool NVivo 14. The

analysis of the videoblogs and the focus groups was initially performed using these

categories: “Comments related to oral reception”; “Comments related to written

reception”; “Perceptions of improvement in communicative abilities (overall)”;

“Perceptions of the impact of DLGs on their communicative performance”;

“Other relevant comments”.

55

The research project received the approval of the Ethics Committee of the

Universidad de Alcalá. Prior to commencing the study, participants were informed

about the purpose of the study, its primary objectives and the voluntary nature

of their participation. They were also assured that they could withdraw from the

study at any time and that their data would be anonymised, and they all signed

a consent form that allowed the researchers to use the information provided for

research purposes.

5. Results

This section presents the results under each of the research questions. For this

purpose, data obtained from the five data-collection tools used in the research is

offered.

RQ1: Do DLGs have an impact on EFL undergraduates’ receptive skills?

Students completed two standardised B2 reading and listening tests extracted

from Cambridge Exams free samples. The purpose was to measure the extent to

which DLGs influenced their receptive skills in English. The following are the

results obtained by students in the experimental group in the subject English I

(Table 2), where they were implemented, both in the mid-term and final exams in

oral and written reception tasks:

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Raquel Fernández-Fernández and Silvia García-Hernández

Standard

deviation

N

Minimum

Maximum

Mean

Oral reception, mid-term

Oral reception, final

39

.00

.80

10.00

9.50

5.4654

6.7603

6.5487

7.8282

2.72851

2.52368

2.36408

1.48978

Written reception, mid-term

Written reception, final

1.00

2.20

Table 2. Results of mid-term and final exams for receptive skills

As shown in Table 2, the average obtained in oral reception in the middle of the

course is 5.47 out of 10, rising to 6.76 at the conclusion of the semester. In the

case of written reception, students obtained an average mark of 6.55 in the middle

of the course, which rose to 7.83 at the end of the semester. To determine whether

the improvements in the results obtained were statistically significant, two t-tests

for related samples were conducted: one to compare the means in the mid-term

versus the final test scores, and the other to calculate the statistical significance

(Tables 3 and 4).

Paired samples t-test

Related differences

56

Standard

error

mean

95%

confidence

interval

Standard

deviation

Mean

Oral reception, mid-term -

Oral reception, final

Pair 1

Pair 2

-1.29487

-1.27949

2.03465

1.68198

.32581

.26933

-1.95443

-1.82472

Written reception, mid-term -

Written reception, final

Table 3.T-tests: means in the mid-term vs. the final tests (experimental group)

Paired samples t-test

t

df

Sig

95% confidence

interval of the

difference

(2-tailed)

Upper

Oral reception, mid-term -

Oral reception, final

Pair 1

Pair 2

-.63531

-.73425

-3.974

-4.751

38

.000

Written reception, mid-term

- Written reception, final

Table 4.T-tests: statistical significance (mid-term vs. final test) (experimental group)

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The Impact of Dialogic Literary Gatherings

In both instances, the differences between the means are statistically relevant, with

a p-value <0.001. Consequently, the results demonstrate a significant improvement

in the students’ grades from the mid-term to the end of the term.

As a control group, the results obtained in the listening and reading tests were

compared with students (N = 34) who completed the subject the following

academic year (2023-2024) (Table 5). For both listening and reading, the

experimental group shows a greater improvement than the control group (+1.3).

The p-value obtained is 0.095; although not statistically significant, this difference

may be considered marginally significant at the 0.10 level, indicating a potential

positive effect of the pedagogical intervention. These results must be taken with

caution, as the samples are small.

Oral

Written

Diff.

written

reception

Diff. oral

reception

reception, reception, reception, reception,

mid-term

5.4

end-term

6.7

mid-term

6.5

end-term

Experimental

group

7. 8

7. 3

+1.3

+0.5

+1.3

+0.9

Control group

6.3

6.8

6.4

57

Table 5. Average and average differences: experimental vs. control group

RQ2: What are undergraduates’ perceptions of the contribution of DLGs to their

EFL learning and, in particular, to their receptive skills?

Quantitative analysis of the results of the mid-term and the end-term exams shows

that 94.87% of the participants improved in oral reception (37 students), and

79.48% obtained higher marks in written reception (31 students). In addition,

the participants’ perception of the contribution of DLGs to their learning was

measured through other quantitative and qualitative data.

A relevant item in the pre- and post-intervention questionnaire provides

information on students’ performance in reading literature. Table 6 shows the

answers to the question, “If you read literature in English, why do you do it?

Choose the strongest reason”.

Answers

Pre-questionnaire

20 = 51.28%

9 = 23.07%

Post-questionnaire

14 = 35.89%

17 = 43.59 %

3 = 7.69%

For pleasure

To improve my vocabulary and reading skills

Because it is an assignment

No answer

3 = 7.69%

7 = 17.95 %

5 = 12.82%

Table 6. Reasons provided for reading literature in English (pre- and post- measures)

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Raquel Fernández-Fernández and Silvia García-Hernández

As Table 6 shows, before the experience, students read in English “for pleasure”.

However, after being engaged with DLGs, the majority identified “To improve

my vocabulary and reading skills” as their primary reason for reading literature

in English. This change, which at first may not seem substantial, reveals deeper

insights into their perception of how reading in a foreign language and practising

reading through DLGs contributes to the improvement of their lexical range and

written receptive skills.

Also in the general information section, students were asked about their reading

habits in English and then, in the post-questionnaire, after having experienced

DLGs, how many books they planned to read throughout the year. Results show

that all the students are now planning to read books in English along the year

(Table 7). Also, we found an increase in the number of students who plan to read

1-4 (+1) and 5-10 books (+5). This may indicate a positive effect of DLGs in

fostering reading habits in the FL, which may ultimately lead to an improvement

in their written receptive skills.

Number of students (pre-)

Number of students (post-)

58

0 books

1-4

8

25

5

0

26

10

2

5-10

10-20

+20

2

0

Table 7. Students’ reading habits in English before and after the pedagogical intervention

Regarding the items participants had to rate, an increase was observed in all of

them except in item 4, “Reading literature in English is easy and doesn’t take

much effort”, with a slight decrease of 0.23 (Table 8). This result may indicate

that students recognise the challenges and intricacies of reading literary texts.

Regarding the other items, students recognise the role of literary texts in the EFL

classroom (items 1 and 2), even when they are not yet advanced learners. Also,

they value the role of reading and discussing literary texts as an activity which will

impact their communicative abilities (items 3 and 5).

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The Impact of Dialogic Literary Gatherings

Pre-

Post-

Post

Mean

diff.

mean std. dev mean std. Dev

1. I love the idea of working with literary texts

in the classroom.

7. 1 8

2.26

7.47

1.797

0.29

2. I think literature in English can be used even

if you are not an advanced language learner.

6.68

6.79

6.73

7. 1 3

2.19

2.2

2.3

6.82

7.05

6.5

2.19

1.9

2.1

2

0.14

0.26

-0.23

0.08

3. I think that reading and discussing literature

is an important activity in the classroom.

4. Reading literature in English is easy and

doesn’t take much effort.

5. Literary language is useful for everyday

communication.

7.21

Table 8. Students’ perceptions of the use of literary texts in the classroom before and after the

DLGs

A paired t-test was used to compare the means before and after the intervention

to determine whether there was significant difference between them (Table 9).

Significant positive changes were observed in the importance of reading literature

in English as a classroom activity reported by students (t(37)=3.832, p=0.000).

This may indicate that the intervention was particularly helpful in highlighting the

use of literary texts in English language learning classes.

59

Mean

difference

t

df

p-value

1. I love the idea of working with literary texts

in the classroom.

-0.289

-1.026

37

0.311

2. I think literature in English can be used

even if you are not an advanced language

learner.

-0.132

-0.354

37

0.725

3. I think that reading and discussing literature

is an important activity in the classroom.

0.816

0.162

-0.368

3.832

0.513

-1.132

37

36

37

0.000

0.611

0.265

4. Reading literature in English is easy and

doesn’t take much effort.

5. Literary language is useful for everyday

communication.

Table 9. Paired t-tests. Students’ perceptions of the use of literary texts in the classroom (Likert-

scale questionnaire)

In addition to these quantitative data, the videoblogs created by the participants

provide valuable qualitative information about the influence DLGs have had on

the development of their receptive skills in English. Twelve students commented

on how they reflected on the ideas they wanted to share in the following DLG

while reading the assigned texts. Also, they reported having read the texts in

English more carefully (18 students) and having enjoyed the reading and at the

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Raquel Fernández-Fernández and Silvia García-Hernández

same time experiencing it in a very different way from what they were used to

in high school (13 students). In a similar vein, in the focus groups they referred

to the experience as something “innovative” and “totally different” from the

“boring” and “demotivating” way of reading literature they had experienced as

English learners before.

Along similar lines, several participants in the focus groups noted how the

process of sharing the reading had enhanced their comprehension of the themes

presented in the book. Through active listening to others’ contributions,

participants were not only encouraged to critically engage with perspectives

that contrasted with their own understandings, but also to refine their own

interpretations. Consequently, their engagement in the DLGs also played a

key role in enhancing their oral receptive skills, as it required them to process

and evaluate information in real time, fostering both comprehension and a

deeper cognitive assessment of others’ ideas. Therefore, students demonstrated

an evolution in their communicative and language abilities in EFL, and a

development in their use of HOTS, which enable them to analyse and evaluate

their reading experiences.

60

Regarding their attitudes, students were at first somehow reticent and found

it difficult to participate in the discussion. This may be explained because, as

participants commented on in the focus groups, they had not experienced DLGs

before. In addition, students were not familiar with the use of literary texts, as

they stated when rating the statement, “While I was learning English at school

and high school, we worked with a good number of literary texts” before the

intervention. On a 10-point Likert scale, only one participant (1.95%) scored 10,

and just eight of them (20.51%) agreed with the statement with more than five

points. However, as they became used to DLGs, they were more participative:

throughout the first weeks, just 5 or 6 students participated actively while the

rest just listened and nodded, showing understanding. In contrast, in the last

weeks, students were more autonomous: they led discussions, organised turn-

taking and interacted freely without expecting the teacher to guide them. Also,

there was much more interaction, with nearly all students participating except

for two or three students, who continued to refrain from participating, likely due

to either a lower level of English proficiency or affective factors, such as extreme

shyness.

Another influencing aspect is that participants were first-year university students.

Even though the teachers had worked with some classroom dynamics and

activities to make the group homogeneous and create a suitable environment

prior to working with the DLGs, it took time until most students felt comfortable

in the group. The fear of feeling judged and of the possibility of being criticised by

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The Impact of Dialogic Literary Gatherings

their peers were the two main reasons given by students in their videoblogs as to

their low degree of participation. Despite this, as the course progressed, we could

notice how the environment created during the DLGs gave way to a much more

cohesive group, as expressed by participants: “It has helped us to get to know

each other better as people, because we listened to each other’s opinions” (22-

23_E1B_15); “Above all, it brings closer ties within the group” (22-23_E1B_7).

Similarly, at the end of the course, students also said they had felt safe to express

themselves and talk about both their ideas and feelings during the DLGs: “It has

been an environment in which to speak freely and express emotions” (22-23_

E1B_18); “The atmosphere of sharing the reading has increased my motivation

to be part of the activity” (22-23_E1B_7); “I liked having the freedom to express

my opinion and not feeling judged even when I shared my crazy theories” (22-

23_E1B_5); “There’s been a good feeling among us, you could say anything

without any problem, and this is the first time this has happened to me” (22-

23_E1B_13).

RQ3: What are university teachers’ perceptions of the contribution of DLGs to

their students’ EFL learning and, in particular, to their receptive skills?

61

Concerning evolution, information about teachers’ perceptions was obtained

from their observation diaries. The teachers recorded their perceptions of

the impact of DLGs on students’ receptive skills. However, while analysing

their reports, other categories emerged, which comprise the following areas:

participation and motivation, and students’ perception of literature as a learning

resource.

Their perceptions were positive and were generally related to the level of

engagement of students with the activity, and how they were eager to read and

listen to their students, as proved by comments such as, “When I entered the

classroom, all the students had already prepared the U-shape layout and were

holding their books, ready to share” (22-23_T1). Comments on engagement

appeared in entries written in the first two weeks but can also be found in the

last entries of both teachers, hinting at a sustained positive effect of DLGs: “The

passion and engagement of some of the students was clearly contagious. More and

more classmates engaged in reading just because they observed the enthusiasm of

their peers” (22-23_T1); “One student proposed reading the second book of the

trilogy together. I was surprised because a group of them volunteered to create a

reading club and invited me to join” (22-23_T2).

Teachers also perceived that students valued the role of literature in the classroom.

This can be found in 15 entries throughout the experience. Also, they reported

being surprised by students’ proactive behaviour to initiate new shared reading

activities: “We had already finished the DLG, and a group of students commented

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Raquel Fernández-Fernández and Silvia García-Hernández

on how they enjoyed the experience, and how different it was from their past

experiences with literature. They said that DLGs had been an eye-opener for

them” (22-23_T1).

We can find instances where teachers deal with the experience of having students

act as moderators. It seems that students were reluctant to take on this role

but, when they did, the experience was more fruitful. This is reported by both

teachers in different comments from week 5 until the end of the experience.

“Today a student volunteered to become the moderator. I noticed more students

were participating this time, and they were more relaxed and confident when

they were invited to share their perspectives. Also, one student told me that she

liked when I was participating as a reader, rather than as a teacher. I found this

interesting, as DLGs seem to create a different power relationship with students”

(22-23_T1).

Researchers perceive this experience as positive for the development of students’

receptive skills in English. When observing their work, most of the students had

read the indicated fragment before class, some of them even had notes stuck on

the pages or had sentences underlined in different colours containing ideas that

they wanted to share in class. In addition, the atmosphere created during the

exchange of opinions and the sharing of ideas and interpretations was characterised

by respect for each other and for each speaker’s turn, thus following the guidelines

of DLGs provided at the beginning of the subject. This was supported by careful

attention to each participant’s comments, to be able to agree, disagree or otherwise

react to the ideas of their peers. Because of all this, we can say that all the previous

work and the development of the debates in class, together with other strategies,

helped develop students’ receptive skills. Their comments in class indicated an

understanding of the ideas in the text and, at the same time, the responses they

gave to their peers were coherent with what they had explained, demonstrating

they had adequately understood what their interlocutor was saying.

62

6. Discussion

This study aimed to determine the extent to which DLGs have an impact on

students’ receptive skills in English in a higher education EFL context as well as to

ascertain both students’ and teachers’ perceptions of the contribution of DLGs to

the development of receptive skills. Our findings indicate that DLGs may positively

affect students’ development of receptive skills. Although our sample is small, and

these results need to be taken cautiously, our outcomes are consistent with the

findings by Camús Ferri et al. (2019), who also reported substantial improvements

in reading and speaking abilities in higher education after DLGs were implemented.

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The Impact of Dialogic Literary Gatherings

The improvement of students’ written receptive skills is not solely reflected in their

exam performance, as in the focus groups students also recognised DLGs had

increased their motivation to engage with literary works in English in their original

form. Several students described this activity as new and challenging; hence, we

can assert that the DLGs fostered academic growth and encouraged a sustained

interest in reading and discussing literary texts in English.

Another particularly relevant finding is the change in students’ perception of

the reading process. Participants had traditionally experienced reading as an

individual activity. However, and in the light of our pedagogical intervention,

this perception has evolved and, in line with what Lozano et al. (2019) claimed

in their study on the use of DLGs in higher education, students now recognise

the value of sharing their opinions and interpretations of a text in a supportive

classroom atmosphere guided by care and respect, where they can feel free

to share their ideas without feeling judged. Hence, this shift to a dialogic

learning environment enhances the reading experience and encourages them

to be more open to discussion, critical thinking and collaborative learning.

The development of these competences is in line with the idea of the foreign

language learners as social agents, as put forward by the CEFRL (Council of

Europe 2020).

63

Higher education EFL students’ improvement of their receptive skills is also

identified in the results of the exams and in the discussions. Obviously, during the

course, students were exposed to other learning strategies that may have helped

them improve; however, when it comes to their perceptions, they acknowledged

having practised active listening during the DLGs. According to them, listening

carefully to what other classmates said helped them sharpen their ability to

understand spoken English. The teachers noticed improvements in most of the

students’ abilities to understand complex ideas, comprehend different perspectives

and extract key points from their classmates’ input, which contributed to

developing students’ confidence in their receptive skills.

There are other positive outcomes derived from the implementation of DLGs. The

first one is that these favourable experiences with literature in English influenced

students’ view of literary texts as educational resources, increasing their value as

learning opportunities for professional and personal development, in line with

previous results (Fernández-Fernández and López-Fuentes 2024). Our findings

also suggest that learning in an interactive atmosphere can be beneficial to the

learning process as a whole, as indicated by Mercer et al. (2016). In this context,

the teacher is no longer ‘the sage on the stage’ and plays the role of a learning

facilitator, observing students’ individual needs and catering to those throughout

the learning process. Dialogic practices, in particular, play a crucial role in

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Raquel Fernández-Fernández and Silvia García-Hernández

enhancing students’ responsibility for their own learning. Finally, DLGs require

more complex language and cognition, as highlighted by Fernández-Ortube et al.

(2021), opening more opportunities for rich communication in the EFL higher

education classroom.

7. Conclusions

The present study attempted to shed light on the use of DLGs in an EFL

context in higher education. Our interest was to find out whether the use of

this pedagogical practice had any effect on students’ reception skills in English.

Based on the comprehensive evaluation of students’ performance, our results

demonstrate a statistically significant improvement in students’ communicative

abilities in reception at the end of the intervention. Also, their perceptions about

the use of literature as an educational resource in an EFL context improved,

as students stated that literature can help them develop a better command of

English and that they value the use of literary texts as a class activity. Moreover,

the student participants found the experience of shared reading rewarding and

enjoyable and claimed to have learned new perspectives on the reading experience

thanks to their classmates’ interventions. Finally, the use of DLGs also seems to

have a positive effect on students’ motivation to read in English, as they planned

to read more books after the intervention in comparison with the number

originally intended.

64

Although the study has produced promising results, it needs to be acknowledged

that it was carried out in a particular context with a modest number of students. It

is necessary to do more research with EFL university students to ascertain whether

this pedagogical practice shows similar results. Also, it would be interesting

to measure its impact on other modes of communication, such as production,

interaction and mediation. Another area of potential research is that of discourse

analysis, as sessions can be recorded and transcribed to obtain information about

the type of exchanges DLGs promote and how these can have pedagogical value.

Furthermore, we encourage teachers and researchers of other additional languages,

or even those who are working in translanguaging or plurilingual contexts, to

use DLGs, as to compare results when other languages and cultures come into

play. Finally, the positive results obtained in this piece of research underscore

the learning benefits of collaborative and reflective practices in foreign language

learning, as they support learning and empower students to be responsible for

their own learning process together with their peers.

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The Impact of Dialogic Literary Gatherings

Author Contributions

In the present paper, both authors were equally involved in all the steps of the

process. They actively participated in study planning, data collection, qualitative

and quantitative analysis, manuscript writing and revision of the final version of

the paper.

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The Impact of Dialogic Literary Gatherings

Appendix 1

Dialogic Talks - Questionnaire

Este cuestionario está dirigido al alumnado matriculado en las asignaturas Inglés I

del Grado en Lenguas Modernas y Traducción, perteneciente a Universidad de

Alcalá. El objetivo de este cuestionario es recoger datos para el proyecto de

innovación “Evaluación de la puesta en práctica de tertulias dialógicas en contextos

de aprendizaje de inglés como lengua extranjera en Educación Superior”.

Cumplimentarlo no le llevará más de 10 minutos, y la información que nos

proporcionará es de vital importancia para nuestro trabajo que, más adelante,

esperamos, podrá contribuir a mejorar la formación de nuestros estudiantes.

¡Muchas gracias por su colaboración!

He sido informado/a de mi participación en la investigación y doy mi

consentimiento.

1. Your full name:

2. Date:

67

3. What year were you born?

4. What is your level of English?

5. How many literature books IN YOUR MOTHER TONGUE do you think

you will read in 2023?

6. How many literature books IN ENGLISH do you think you will read in 2023?

7. Would you like to read more in English? If so, why don’t you do it? Choose

the strongest reason, in your view.

8. If you read literature in English, why do you do it? Choose the strongest

reason.

- For pleasure

- To improve my vocabulary and reading skills

- Because it is an assignment

- Others:

9. While you were learning English at school and high school, did you work

with literary texts? (Rate your level of agreement from 1 to 10)

Rate the following sentences from 1 to 10 according to your level of agreement:

1. I love the idea of working with literary texts in the classroom.

2. I think literature in English can be used even if you are not an advanced

language learner.

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Raquel Fernández-Fernández and Silvia García-Hernández

3. I think that reading and discussing literature is an important activity in the

classroom.

4. Reading literature in English is easy and doesn’t take me much effort.

5. Literary language is useful for everyday communication.

Would you like to comment anything else about the use of literary texts in the

English classroom?

68

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