The Role of Socratic Dialogue in Engaging EFL Students in Grammar Lessons: Action Research
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Abstract
Learning engagement is one factor fostering effective language acquisition, yet grammar instruction in EFL contexts often struggles to maintain students’ active involvement. This action research (AR) investigated the role of Socratic Dialogue (SD) in enhancing grammar learning engagement with 13 intermediate-level EFL students aged 12-14 at a language centre. Data in this study were collected through two instruments: pre- and post-intervention questionnaires and focus group interviews with students of varying participation levels (low, moderate, high) to capture their perceptions. The results show that SD into classroom instruction fostered immersive learning experiences, encouraged self-directed grammar exploration through thought-provoking questions, and improved engagement across affective, behavioural, cognitive, academic, agentic, and social dimensions. Through interview analysis, despite different learning experiences during the treatment, all groups of students expressed positive perceptions toward the approach and claimed its benefits on their learning. The results suggest that integrating SD in grammar instruction significantly enhances student engagement and fosters critical thinking. This approach shifts the focus from traditional teacher-centred methods, offering students more opportunities for active participation and independent learning.
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