Correo Electrónico
DNINFOA - SIA
Bibliotecas
Convocatorias
Identidad U.N.
Published
Impact of the Dogme ELT Methodology on Sixth-Grade Students’ Willingness to Communicate
Impacto de la metodología Dogme en la disposición de estudiantes de sexto grado para comunicarse en inglés
DOI:
https://doi.org/10.15446/profile.v28n1.118505Keywords:
Dogme methodology, Early teens, Speaking activities, Willingness to communicate (en)Actividades orales, Disposición para comunicarse, Metodología Dogme, Preadolescentes (es)
This article reports an action-research study on willingness to communicate orally in English. Implemented through a conversation club, it aimed to tackle low willingness to communicate at a bilingual primary school. The objective was to see the impact of Dogme on learners. Data were collected using class observations, interviews, Likert-scale surveys, and open-ended questionnaires. Data were analyzed through thematic content analysis. The findings suggest that students aged 11–12 were more willing to communicate in English and to produce longer utterances during conversations about themselves and relevant events in their lives. Participants also showed favorable perceptions about Dogme-type lessons. Using Dogme encouraged participants’ communication, so teachers can nurture students’ interests by personalizing speaking activities.
Este artículo presenta un estudio de investigación-acción sobre la disposición para comunicarse en inglés. La implementación, mediante un club de conversación, abordó la baja motivación de los estudiantes de una escuela primaria bilingüe para comunicarse. Se buscó conocer el impacto de la metodología Dogme. Se realizaron observaciones de clase, entrevistas, encuestas y cuestionarios, y los datos se sometieron a un análisis de contenido temático. Los resultados sugieren que los estudiantes estaban más dispuestos a comunicarse y producían enunciados más largos cuando las conversaciones eran sobre sí mismos y sobre acontecimientos relevantes en sus vidas. Los participantes mostraron percepciones favorables sobre las clases Dogme. El uso de Dogme motivó la participación de estudiantes, de tal manera que los maestros pueden motivar a los estudiantes mediante la personalización de las actividades orales.
References
AlAdl, A. E. (2023). Investigating the effects of Dogme approach on improving Delta University freshmen students’ speaking skills and attitudes toward it. Egyptian Journal of Educational Sciences, 3(1), 37–56. https://doi.org/10.21608/ejes.2023.351013
Alemi, M., Daftarifard, P., & Pashmforoosh, R. (2011). The impact of language anxiety and language proficiency on WTC in EFL context. Cross-Cultural Communication, 7(3), 150–166.
Ali, I., Ali, Z., & Ngah, E. (2023). A review of the use of Dogme ELT method in speaking skills. In M. Rahim, A. A. Ab Aziz, I. Saja Mearaj, N. A. Kamarudin, O. L. Chong, N. Zaini, A. Bidin, N. Mohamad Ayob, Z. Mohd Sulaiman, Y. S. Chan, & N. H. M. Saad (Eds.), Embracing change: Emancipating the landscape of research in linguistic, language and literature, Vol 7. European Proceedings of Educational Sciences (pp. 670–680). European Publisher. https://doi.org/10.15405/epes.23097.60
Berkeley University of California. (n.d.). Social constructivism. https://bit.ly/4kj8Bef
British Council. (n.d.). Dogme. TeachingEnglish. https://www.teachingenglish.org.uk/article/dogme
Bulut, T., & Babajanova, N. (2021). Dogme approach in online English classes. International Journal of Language Academy, 9(2), 376–384. https://doi.org/10.29228/ijla.51428
Burns, A. (2011). Action research in the field of second language teaching and learning. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (Vol. 2, pp. 237–253). Routledge.
Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1(1), 1–47. https://doi.org/10.1093/applin/I.1.1
Chuquitarco Guagchinga, G. M. (2024). The Dogme approach and speaking skill [Master’s thesis, Universidad Técnica de Ambato]. Universidad Técnica de Ambato. https://repositorio.uta.edu.ec/handle/123456789/40354
Cuervo Vera, P. (2022). Impact of Dogme ELT methodology on sixth-grade students’ willingness to communicate [Master’s thesis, Universidad Veracruzana]. DSpace. http://cdigital.uv.mx/handle/1944/52053
Ferrance, E. (2000). Action research. Northeast and Island Regional Education Laboratory at Brown University.
Havwini, T. (2019). Indonesian EFL students’ willingness to communicate in the 2013 curriculum implementation: A case study. TEFLIN Journal, 30(1), 105–120. https://doi.org/10.15639/teflinjournal.v30i1/105-120
Kang, S.-J. (2005). Dynamic emergence of situational willingness to communicate in a second language. System, 33(2), 277–292. https://doi.org/10.1016/j.system.2004.10.004
MacIntyre, P. D., Baker, S. C., Clément, R., & Conrod, S. (2001). Willingness to communicate, social support, and language-learning orientations of immersion students. Studies in Second Language Acquisition, 23(3), 369–388. https://doi.org/10.1017/S0272263101003035
MacIntyre, P. D., Clément, R., Dörnyei, Z., & Noels, K. A. (1998). Conceptualizing willingness to communicate in a L2: A situational model of L2 confidence and affiliation. The Modern Language Journal, 82(4), 545–562. https://doi.org/10.1111/j.1540-4781.1998.tb05543.x
McKinley, J. (2015). Critical argument and writer identity: Social constructivism as a theoretical framework for EFL academic writing. Critical Inquiry in Language Studies, 12(3), 184–207. https://doi.org/10.1080/15427587.2015.1060558
Meddings, L., & Thornbury, S. (2009). Teaching unplugged: Dogme in English language teaching. Delta Publishing.
Moskalets, O., Gryshchenko, O., Tsapro, G., & Tsapro, O. (2024). Academic adaptation of displaced children: A case study of a mixed-aged class in Germany. Continuing Professional Education: Theory and Practice, 78(1), 24–43. https://doi.org/10.28925/1609-8595.2024.1.3
Palincsar, A. S. (1998). Social constructivist perspectives on teaching and learning. Annual Review of Psychology, 49(1), 345–375. https://doi.org/10.1146/annurev.psych.49.1.345
Riasati, M. J., & Rahimi, F. (2018). Situational and individual factors engendering willingness to speak English in foreign language classrooms. Cogent Education, 5(1), 1513313. https://doi.org/10.1080/2331186X.2018.1513313
Richards, J. C. (2006). Communicative language teaching today. Cambridge University Press.
Robson, G. (2015). A model of situational willingness to communicate (WTC) in the study abroad context. International Education Studies, 8(10). https://doi.org/10.5539/ies.v8n10p114
Savignon, S. J. (2002). Communicative language teaching: Linguistic theory and classroom practice. In S. J. Savignon (Ed.), Interpreting communicative language teaching: Contexts and concerns in teacher education (pp. 1–28). Yale University Press.
Tavakoli, E., & Davoudi, M. (2017). Willingness to communicate orally: The case of Iranian EFL learners. Journal of Psycholinguistic Research, 46, 1509–1527. https://doi.org/10.1007/s10936-017-9504-0
Thornbury, S. (n.d.). Scott Thornbury. Delta Publishing. https://bit.ly/4joWriC
Thornbury, S. (2000). A Dogma for EFL: Scott Thornbury takes a vow of EFL chastity. IATEFL Issues, (153), 2.
Thornbury, S. (2009, May 11). Where’s your evidence? Delta Publishing. https://bit.ly/4myqIhA
Xerri, D. (2012). Experimenting with Dogme in a mainstream ESL context. English Language Teaching, 5(9), 59–65. https://doi.org/10.5539/elt.v5n9p59
Yousefi, M., & Kasaian, S. A. (2014). Relationship between willingness to communicate and Iranian EFL learner’s speaking fluency and accuracy. Journal of Advances in English Language Teaching, 2(6), 61–72.
How to Cite
APA
ACM
ACS
ABNT
Chicago
Harvard
IEEE
MLA
Turabian
Vancouver
Download Citation
License
Copyright (c) 2026 Patricia Cuervo Vera & Mariza Guadalupe Méndez López
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
You are authorized to copy and redistribute the material in any medium or format as long as you give appropriate credit to the authors of the articles and to Profile: Issues in Teachers' Professional Development as original source of publication. The use of the material for commercial purposes is not allowed. If you remix, transform, or build upon the material, you may not distribute the modified material.
Authors retain the intellectual property of their manuscripts with the following restriction: first publication is granted to Profile: Issues in Teachers' Professional Development.
