Abstract:
The systematic review examines the implementation and impact of dialogic talk in language classrooms. It explores various theoretical perspectives and empirical studies on dialogic talk, focusing on its role in fostering critical thinking, collaborative learning, and effective communication in language education. The thesis investigates how dialogic talk is utilized in language classrooms, its influence on students' language learning outcomes, and effective strategies for its implementation. Based on relevant empirical literature of previous studies, academic articles of high referential value were carefully selected and subjected to careful analysis. In this dissertation, 17 empirical studies about implementing dialogic talk are discussed. It was found that dialogic talk is applied differently in different education contexts and can influence students' language learning outcomes. Suggestions on applying dialogic talk in Chinese middle school English language classrooms are provided. This review offered cumulative evidence that could be used in current practices.
