People's Democratic Republic Of Algeria

Ministry of Higher Education and Scientific Research University of Ziane Achour - Djelfa
Faculty of Letters, Art, and Foreign Languages Department of Foreign Languages
English Department

The Impact of Teacher-Learner Dialogues on Learners’ Participation in an

EFL Classroom
The Case of Third-Year Middle School Pupils at Amor Ziane Middle School,
Mliliha, Djelfa

Supervised by: Presented by:

Dr. Zahra AMRAOUI Ms. Khadidja KHELID
 Introduction
Background of the Study
Statement of the problem
Research Questions
Research Hypotheses
Outline
 Introduction Methodolgy
Background of the Study Reseach Design
Statement of the problem Sampling
Research Questions
Data Collection
Research Hypotheses
Data Analysis
Outline
 Introduction Methodolgy
Background of the Study Research Design
Statement of the problem Sampling
Research Questions Data Collection
Research Hypotheses Data Analysis

Outline
Results
Discussion of the Results
Limitations
Recommendations
Conclusion
 Introduction Methodolgy
Background of the Study Research Design
Statement of the problem Sampling
Research Questions Data Collection
Research Hypotheses Data Analysis

Outline
Results
Discussion of the Results
Limitations
Discussion Recommendations
Conclusion
 Background of the Study
In the field of teaching English as a foreign language, significant changes have occurred in pedagogical

approaches, moving away from traditional teacher-centered methods towards more interactive and

learner-centered paradigms. Scholars are actively shaping the future of EFL classrooms by emphasizing

learner autonomy and communicative competence through interactive practices. This shift underscores

the importance of learner participation, with dialogic teaching emerging as a pivotal strategy.

Therefore, mastering effective verbal communication skills is essential for EFL educators to create an

environment that fosters collaboration and expression of opinions.

Research continues to explore the impact of teacher-learner dialogues on learner participation and

overall educational outcomes.

Background Statement of the Problem

Foreign language
learning requires active
learner participation
beyond linguistic
knowledge transfer
Background Statement of the Problem

Foreign language
learning requires active
learner participation
beyond linguistic
knowledge transfer

Effective teaching involves

facilitating learning
through information
sharing and encouraging
effective learning
Background Statement of the Problem

Foreign language
learning requires active
learner participation
beyond linguistic
knowledge transfer

Communication
Effective teaching involves
between teachers
facilitating learning through
and learners is vital
information sharing and
in the EFL learning
encouraging effective
process. learning
Background Statement of the Problem

The quality of verbal Foreign language

interaction impacts learner learning requires active

engagement significantly learner participation

beyond linguistic
knowledge transfer

Communication Effective teaching involves

between teachers and facilitating learning through
learners is vital in the information sharing and
EFL learning process. encouraging effective
learning
Background Statement of the Problem

The quality of verbal Foreign language

interaction impacts learner learning requires active
engagement significantly learner participation
beyond linguistic
knowledge transfer An attempt to further investigate the
complex correlation between teacher-
Communication Effective teaching involves learner verbal communication and
between teachers and facilitating learning through learners’ participation in learning
learners is vital in the information sharing and English as a foreign language.
EFL learning process. encouraging effective
learning
 Background Statement Research Questions

To what extent does proper interaction

between the teacher and learners affect
learners’ participation in EFL learning?

To what extent does the teaching style

influence learners’ participation in an
EFL classroom?
 Background Statement Research Questions

1 2

What is the correlation between learners’

To what extent does proper interaction between the
teacher and learners affect learners’ participation in participation and teacher’s verbal
EFL learning? communication in EFL learning?

To what extent does proper interaction between

To what extent does teacher’s approachability
the teacher and learners affect learners’
affect learners’ participation in EFL learning?
participation in EFL learning?
To what extent does teacher’s encouragement
contribute to learners’ participation in EFL
learning?
 Background Statement Research Questions Research Hypotheses

Hypothesis 1
Increased interaction between teachers and learners positively correlates with higher
levels of participation.
 Background Statement Research Questions Research Hypotheses

Hypothesis 1
Increased interaction between teachers and learners positively correlates with higher levels
of participation.

Sub-Hypothesis 1
Teachers’ teaching methods strongly affect learners’ participation in EFL learning.
 Background Statement Research Questions Research Hypotheses

Hypothesis 2
The effectiveness of teachers’ verbal communication skills and the levels of learners’
participation in EFL learning are strongly related.
 Background Statement Research Questions Research Hypotheses

Hypothesis 2
The effectiveness of teachers’ verbal communication skills and levels of learners’ participation in
EFL learning are strongly related.

Sub-Hypothesis 2
A higher level of approachability exhibited by teachers is associated with increased
participation among EFL learners.
 Background Statement Research Questions Research Hypotheses

Hypothesis 2
The effectiveness of teachers’ verbal communication skills and the levels of learners’ participation
in EFL learning are strongly related.

Sub-Hypothesis 2
A higher level of approachability exhibited by teachers is associated with increased participation among EFL
learners.

Sub-Hypothesis 3
Teachers’ encouragement positively influences learners’ participation in an EFL classroom.
 Research
Design A case study design is used

An exploratory case study

Methodology
The study consists of a mixed-methods
approach through which qualitative and
quantitative data are gathered.
 Research
An exploratory case study
Design
- Purposive sampling method
Sampling
- The researcher chooses individuals/ or
groups in the defined population based on
factors rather than just random chance
Accessibility

Relevance
Methodology
Curriculum Structure

26 Females

52 third-year middle school pupils 13 – 18 years old

23 Males
 Research
An exploratory case study
Design

Sampling - Purposive sampling method

T1: 3 Sessions
Classroom Observations
T2: 3 Sessions

Data
Methodology Collection
 Research
An exploratory case study
Design

Sampling - Purposive sampling method

Classroom Observations

Data
Methodology Collection

Learners’ Questionnaire

Qualitative and quantitative data

 Research
An exploratory case study
Design

Sampling - Purposive sampling method

Classroom Observations

Learners’ Questionnaire
Data
Methodology Collection

Observation Grids Analysis

Data
Analysis
 Research
An exploratory case study
Design

Sampling - Purposive sampling method

Classroom Observations

Learners’ Questionnaire
Data
Methodology Collection

Data
Analysis
Questionnaire Analysis
Results
Classroom observations indicated that
Learners’ passive participation and
T1’s teaching style failed to incorporate an
contributions were observed
engaging learning environment

T2, however, implemented an Learners’ high levels of active

1 interactive teaching style. participation and contributions were

observed

The results obtained from learners’ questionnaire indicate that 100% of the
participants enjoyed learning with T2 who they previously said that she utilizes
an interactive and engaging teaching method.

The first sub-hypothesis has been approved

Results
T1 exhibited low levels of approachability T2, in contrast, seemed to be close
and connection with her learners to her learners

90% of learners indicated their ability to easily seek help from T2

2 78% declared that it was not easy to ask T1 questions or seek guidance

Teacher’s attitudes justify learners’ answers

The second sub-hypothesis has been approved

Results
T1 usually does not use non-pertinent 61% of learners think that T1 does
dialogues and seems to lack encouragement not encourage their learning, and
in her verbal communication. 72% do not like the way she
communicates with them

T2 communication with her learners

3 indicate that she usually engages in non- 90% of learners feel encouraged by T2,
pertinent discussions, creates an
and 92% love the way she communicates
environment of laughter and joy, and
with them
actively listens to the different opinions of
learners

The third sub-hypothesis has been approved

Results
Open-ended questions used in the questionnaire demonstrate learners’
expectations and beliefs on the ideal teacher and the ideal learning
experience

4
Learners remember the situations where a teacher was close, kind, and
empathetic with them. They explain how fostering an environment of
understanding and support nurture their engagement and participation.
They also stress on the importance of positivity and humor in making them
relaxed and more able to receive knowledge.
Conclusion
Active learner participation is crucial for foreign language learning. Teachers play a pivotal role in
maximizing pedagogical efforts to facilitate learners' full potential.

The present study aims to investigate how teacher-learner verbal interactions influence third-year
middle school learners' participation in learning English as a foreign language.

The findings underscored the pivotal role of teachers' verbal communication styles in shaping the
classroom dynamics and enhancing students' participation levels. Specifically, the adoption of
engaging teaching methods, fostering interactive dialogues, and cultivating approachable teacher
behaviors emerged as influential factors that boosted learners' participation within the context of
learning English as a Foreign Language. This highlights the importance of educators' interpersonal
skills and instructional approaches in fostering a favorable learning environment contributive to
student success and active involvement in the learning process.
 Limitations

Pedagogical
1 Factors

Contextual
Factors 2

3
Schedule
 Recommendations
01 02
Exploring the teaching Investigating the components of verbal

practices that engage learners communication that best influence learners’

and foster their participation engagement in learning English as a foreign

language
03 04
Investigating the positive teacher’s Assessing learners’ perceptions to see
personality traits and identifying the most how they percieve the different
influential ones for teachers to establish teaching strategies as well as the
better relationships with their learners characteristics of a good teacher
Thanks!
 People's Democratic Republic Of Algeria
Ministry of Higher Education and Scientific Research University of Ziane Achour - Djelfa
Faculty of Letters, Art, and Foreign Languages Department of Foreign Languages
English Department

The Impact of Teacher-Learner Dialogues on Learners’ Participation in an

EFL Classroom
The Case of Third-Year Middle School Pupils at Amor Ziane Middle School,
Mliliha, Djelfa

Supervised by: Presented by:

Dr. Zahra AMRAOUI Ms. Khadidja KHELID