Abstract
ABSTRACT This study describes and analyzes the first author’s attempt to implement dialogic pedagogy (DP) in an online English as a Foreign Language (EFL) classroom during the COVID-19 pandemic. Using reflective Self-study of Teacher Education Practices, data were gathered from video recordings, lesson transcripts, video-mediated reflection journals, and critical dialogues with co-authors. She found that her efforts to create an online classroom climate conducive to dialogue were somewhat unsuccessful, primarily due to a misstep in crafting the classroom contract and the influence of the existing sociocultural context. While her efforts to incorporate relationality into the online classroom using multiple cues fostered dialogue, the resulting exchange remained limited in depth. Despite formidable struggles, the study enhanced her understanding of cultivating a dialogic atmosphere in an EFL online classroom, contributing to the discourse on DP in online language learning practices. Further research by teacher educators using self-study methods is recommended to expand the limited research on dialogic pedagogy in EFL classrooms.
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