Using dialogic strategies in teaching argumentative composition : a case of selected secondary schools in Mukono Municipality

Abstract

The ability to write persuasive argumentative compositions is essential for students, but many struggle, resulting in unclear and unconvincing presentations of their ideas. Referring to the Sociocultural Theory (SCT) that recognizes learners’ active contribution to learning, and the role of social interaction, the study sought to find out how teachers use dialogic strategies in teaching argumentative composition in selected secondary schools in Mukono Municipality. The study sought to investigate how teachers implement dialogic strategies in their teaching and identify the challenges teachers encounter when using them to teach argumentative composition. The study adopted a case study research design and followed a qualitative approach. It was conducted in two selected secondary schools. Five secondary school teachers were purposively selected due to their English language teaching experience. Data was collected using in-depth interviews, observation, document analysis and the data was analysed thematically. Dialogic strategies promote a collaborative learning atmosphere, exploration of perspectives, and critical thinking development. To achieve the above, teachers used Socratic questioning, Fishbowl discussions and articulation. The study found that environmental constraints, attitude and scheduling hampered teachers’ implementation of the dialogic strategies to teach argumentative composition. The study recommends the application of classroom control strategies to curb learner distractions during teaching.