The present study aimed to investigate the effectiveness of dialogic teaching for developing EFL argumentative writing skills of students at the Faculty of Education. The participants of the study were 45 second-year students enrolled in the English section at the Faculty of Education, Benha University. The study followed the quasi-experimental one-group pre-posttest design. The instruments and materials of the study included an EFL argumentative writing skills checklist, pre and post EFL argumentative writing skills tests (two equivalent forms), and an analytic rubric for scoring and analyzing the participants' performance. The EFL argumentative writing skills pre-test was pre-administered to the study participants. After implementing the intervention (dialogic teaching), the EFL argumentative writing skills post-test was administered to the study participants. The findings revealed that there was a significant difference between the mean scores of the EFL argumentative writing skills tests in favour of the post-administration as a result of using dialogic teaching. Thus, it can be concluded that using dialogic teaching was effective in developing second-year English major students’ EFL argumentative writing skills. Consequently, it is recommended that more attention should be paid to the role of dialogic teaching in improving EFL argumentative writing skills for second-year English major students. |
