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All Journal EDUCASIA : Jurnal Pendidikan, Pengajaran, dan Pembelajaran Indonesian Journal of EFL and Linguistics
Insaf Khoudri
Moulay Ismail University, ENS Meknes, Morocco
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences

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The Impact of Dialogic Approach on ESP University Students’ Speaking Anxiety and Emotional Well-being Insaf Khoudri; Umar Fauzan
Indonesian Journal of EFL and Linguistics Indonesian Journal of EFL and Linguistics, 11(1), May 2026
Publisher : Pusat Pelatihan, Riset, dan Pembelajaran Bahasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/ijefl.v11i1.1037

Abstract

The aim of this study is to investigate the effectiveness of the dialogic teaching approach in enhancing the emotional well-being and reducing the speaking anxiety of EFL university learners of English for Specific Purposes (ESP). To achieve the objectives of this study, the study was conducted on two groups of undergraduate students from the Department of Management Technique at the High School of Technology in Meknes, Morocco. To collect data, a quasi-experimental research design was adopted, combining a non-equivalent group design with a pretest and a posttest design. To analyze data, SPSS was used to employ two tests. A t-test for within-group comparisons before and after the intervention, and an independent sample test for between-group comparisons pre- and post-intervention. Drawing on the findings, the dialogic approach was successful in enhancing ESP learners’ speaking skills, reducing their speaking anxiety, and improving their emotional well-being, in contrast to the control group, which continued with traditional lectures and did not receive any intervention. Hence, the study implies that developing students’ public speaking skills and using interactive teaching methods becomes a requirement to alleviate students’ speaking anxiety while increasing students’ emotional well-being
The Impact of Dialogic Teaching on Alleviating Foreign Language Speaking Anxiety Among High-School Students Insaf Khoudri
EDUCASIA: Jurnal Pendidikan, Pengajaran, dan Pembelajaran Vol 11 No 2 (2026): Educasia, 11(2), August 2026
Publisher : Pusat Pelatihan, Riset, dan Pembelajaran Bahasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/educasia.v11i2.461

Abstract

Providing training for EFL learners to boost their communicative skills is a requirement in the 21st century. Instructors need to be actively engaged in adopting interactive teaching approaches instead of relying solely on the lecturing-based approach. Adopting a dialogic-based approach has demonstrated enhancement in students’ communication skills. This paper aims to investigate the impact of dialogic teaching on EFL learners’ levels of anxiety. To achieve this purpose, a quantitative research approach was adopted. A questionnaire was developed based on the readings of the literature and administered to 150 high school students in Morocco. Based on the results, the dialogic teaching approach proved to be successful in enhancing students’ communicative skills. Furthermore, the majority of the participants expressed their anxiety-free while making mistakes, enjoying their language class, and low anxiety when they spoke to natives. Additionally, the relationship between students and the students-teacher relationship boosted their freedom of expression. Through this approach, students’ non-linguistic skills, including self-confidence, teamwork, and stress management, were developed. This research paper implies that the effectiveness of this approach may vary among learners, possibly due to individual differences, such as their mindsets.
Co-Authors Umar Fauzan