Contributions and silence in academic talk: exploring learner experiences of dialogic interaction

ENGIN, Marion (2016). Contributions and silence in academic talk: exploring learner experiences of dialogic interaction. Learning, Culture and Social Interaction, 12, 78-86.

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Abstract

The benefits of dialogic interaction which engenders academic talk are greater understanding of concepts and ultimately higher educational standards. However, recent research suggests students, both home and international, face certain challenges in contributing to dialogic interaction in a higher education context. This article reports on a study which explored learner experiences of dialogic interaction and reasons for contributing or remaining silent. Data were gathered from a one-semester postgraduate module at a UK university through interviews, audio recordings of sessions, stimulated recall sessions and course assignments. Results suggest that sociocultural factors such as confidence in language, confidence in knowledge, previous educational experiences, and expectations of roles influenced the learners’ willingness to contribute to the academic talk.

Item Type:	Article
Uncontrolled Keywords:	dialogic interaction; academic talk; exploratory talk; accountable talk; learner perspectives
Research Institute, Centre or Group - Does NOT include content added after October 2018:	Sheffield Institute of Education
Identification Number:	https://doi.org/10.1016/j.lcsi.2016.11.001
Page Range:	78-86
Depositing User:	Jill Hazard
Date Deposited:	03 Nov 2016 12:12
Last Modified:	18 Mar 2021 00:53
URI:	https://shura.shu.ac.uk/id/eprint/13866

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