Can Dialogic Discourse Enhance Student Active Participation?

Purpose: This study aimed to investigate contribution of a professional development program committed providing quality training support dialogic talk student active participation. Indicators participation, in the context this study, were speaking duration teacher compared student, number different ideas students emerging classroom milieu, answering per question asked by teacher, and rate students’ personal answers for questions teacher. Design/Methodology/Approach: In recruiting teachers, gathering, analyzing data, educational design-based research (DBR) method was adopted. A total seventeen teachers volunteered participated four-week course program. The involved theoretical practical information about authoritative talk. After had been completed, worked pairs, designed lesson plans, implemented plans their classrooms. Teachers’ preand post-intervention practices videotaped then transcribed. Findings: four being able successfully implement dialogical discourse classrooms selected analysis findings are reported present study. descriptive showed that generally contributed significant increase ratio, responses, new ideas, responses. Highlights: Dialogical discourse-based education has reduced time teachers. It emergence classroom. increased students' participation individual response rates.