From Silence to Dialogue: Improving Student Talk through Philosophy-Based Language Teaching
DOI:
https://doi.org/10.54536/ajet.v5i1.5694Keywords:
Education, English Language Teaching, Philosophy-Based Language Teaching, Speaking SkillsAbstract
This action research delves into the effectiveness of Philosophy-Based Language Teaching (PBLT) in improving English language learners’ participation in classroom discussions. In exploring how philosophical inquiry into language instruction could foster student engagement, critical thinking, and communicative competence, constructivist and inquiry-based learning theories were used as the anchors. Using purposive sampling, five students from a tertiary English class participated in a month-long intervention wherein PBLT was implemented and injected into structured dilemmas and dialogic activities. The data that were gathered via key informant interviews were analyzed using Colaizzi’s phenomenological method. Furthermore, these data revealed that PBLT significantly improved students’ confidence, willingness to speak, and ability to express complex ideas in English. Participants also reported that there was an improvement in their critical thinking skills and they developed a more positive attitude towards language learning. Despite some challenges such as limited vocabulary, unfamiliarity with open dialogue, and time constraints, PBLT created a supportive environment conducive to meaningful communication. It was concluded that PBLT is a transformative approach to language instruction, advocating for its broader application in curriculum design and teacher training to cultivate reflective, articulate, and critically aware learners.
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