Utilizing Dogme Approach to Promote EFL Learners’ Oral Skills at the Tertiary Level
DOI:
https://doi.org/10.17507/tpls.1301.12Keywords:
pedagogy, communicative proficiency, analogy, emergent language, non-material-driven learningAbstract
This research was prompted by the discovery of communication hurdles in EFL programs at Saudi universities. Professors and students have observed a lack of effective communication; therefore, innovative pedagogies that can increase teacher-learner communication are urgently needed. Using a questionnaire to collect data from EFL professors, this study applies the analytical research approach to achieve its conclusions. The vast majority of respondents agreed that the Dogme approach in EFL classes is highly significant in a variety of ways, including enhancing rapport between instructors and students as well as between students themselves, promoting interaction, enhancing communication skills, and encouraging students to ask open-ended questions. The study concludes by proposing methods to create a more communicative learning environment, such as using warm-up oral questions, assessing learners' comprehension through oral questioning after each learning outcome, and employing the Dogme approach as a motivating tool to ensure that learners participated in achieving the intended learning outcomes.
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