The Effects of a Professional Development Program Focused Around Dialogic Teaching on EFL Teachers’ Implementation of Dialogic Teaching, Self- Efficacy and Credibility[پايان نامه لاتين]

Nazanin Nikrui

Dialogic teaching, although widely known as an effective teaching technique, has not been duly investigated in Iran's ELT context. The purpose of this study, therefore, was to examine the effect of a professional development program pertaining to dialogic teaching on teachers' dialogic teaching. Of interest here also was to see whether dialogic teaching could have an impact on teachers' self-efficacy, teachers' credibility, and students' interaction. To this end, 40 teachers and 180 students were chosen as the participants. The teachers were randomly divided into two groups, namely, dialogic teaching group, and control group. A professional development program (PDP) focusing on instructing dialogic teaching was designed. The program was based on the framework proposed by Robin Alexander (2003). In addition, a Teacher Credibility Questionnaire developed by McCroskey and Teven (1997) which aimed at measuring teachers' credibility was also employed. Third, teachers' self-efficacy was gauged via "Teachers’ Sense of Efficacy Scale" developed by Schannen- Moran and Woolfolk Hoy (2001). Both questionnaires had to be administered before and after the PDP. As for students' interaction, the framework proposed by Alexander (2017) was employed. The results of this study indicated that dialogic teaching development program could significantly improve teachers' dialogic teaching skills. Furthermore, both teachers' credibility and self-efficacy were significantly enhanced after the intervention. Finally, students' interaction was found to be improved upon the implementation of the PDP. This study has proposed a number of implications for English teachers, educational policy makers, and material developers. The study concludes with a number of suggestions for further research.Dialogic teaching, teacher’s self-efficacy, teachers’ credibility, student interaction, Professional development programme