Manuscript received January 4, 2024; revised March 25, 2024; accepted April 11, 2024; published August 19, 2024
Abstract—Using technology to improve dialogical teaching, especially English language skills is important for learning. The current study explores the potential of dialogic teaching and technological integration in enhancing English for Specific Purposes (ESP) learning environments, aiming to enhance learners’ English reading comprehension skills through a comprehensive analysis of various factors and providing valuable insights into effective teaching methods. Employing a mixed-methods research design, the study involves 60 participants, evenly divided into control and experimental groups. The control group receives traditional ESP instruction, while the experimental group experiences a combination of dialogic teaching and technology integration. Pre- and post-intervention assessments, qualitative analyses of dialogic sessions, and interviews provide a comprehensive understanding of the effects. The findings show that participants in the experimental group had a considerable improvement in English reading comprehension, demonstrating the synergistic effects of dialogic instruction and technology. This technique encourages active participation, critical thinking, and a better knowledge of ESP materials. The study provides significant insights for educational practitioners by identifying practical applications for educators and addressing potential problems connected with integrating dialogic teaching and technology in ESP learning contexts. Overall, the research underscores the efficacy of this synergistic approach in enhancing ESP learners’ proficiency in English reading comprehension.
Keywords—reading comprehension, dialogic teaching, technology, education, English for Specific Purposes (ESP) learning
Cite: Rabea Ali, Mohammed AbdAlgane, Eltaieb Youssif, Mohamed A. Elkot, and Dalia Abbass, "Elevating English Reading Comprehension: The Synergy of Dialogic Teaching and Technology Integration in ESP Learning Environments," International Journal of Information and Education Technology vol. 14, no. 8, pp. 1109-1118, 2024.