Isoeva Begimkhon

Аннотация

This quasi-experimental study evaluates the impact of a dialogic approach to teaching English on language proficiency and professional skills in journalism and mass communication education. Grounded in Bakhtin’s dialogism and Vygotsky’s sociocultural theory, the intervention involved 60 undergraduate students in Uzbekistan over 15 weeks. The dialogic group (n=30) engaged in interactive discussions, collaborative projects, and simulated journalism tasks, while the control group (n=30) followed a traditional curriculum. Results showed significant improvements in the dialogic group’s English proficiency (CEFR B2–C1) and skills in interviewing, writing, and multimedia production. Qualitative data highlighted enhanced engagement and translanguaging benefits. Findings underscore dialogic pedagogy’s potential to prepare journalists for global communication, offering implications for curriculum design in multilingual contexts. Keywords: dialogic pedagogy, English language teaching, journalismeducation, professional skills, multilingualism Keywords: dialogic pedagogy, English language teaching, journalism education, professional skills, multilingualism, translanguaging, Bakhtin’s dialogism, Vygotsky’s sociocultural theory, language planning, collaborativelearning. English proficiency is a cornerstone for journalists operating in global media landscapes, enabling access to international sources and audiences. However, traditional English language teaching (ELT) methods, often lecture-based, may not equip students with the interactive skills required for journalism’s dynamic demands (Cooper, 1989). A dialogic approach, emphasizing collaborative meaning-making through interaction, mirrors journalistic practices like interviewing and teamwork. Rooted in Bakhtin’s dialogism (1981) and Vygotsky’s sociocultural theory (1978), this study investigates how dialogic pedagogy enhances English proficiency and professional skills in journalism education. Conducted in Uzbekistan’s multilingual context, it addresses the need for innovative ELT strategies tailored to journalism curricula, contributingto global discussions onlanguage planning in higher education. Research Hypotheses 1. H1: Dialogic pedagogy significantly improves English proficiency compared to traditional methods. 2. H2: Dialogic methods enhance professional journalism skills, including interviewing andmultimediaproduction. 3. H3: Dialogic approaches support multilingual learning through translanguaging. page1529 INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE ISSN:2692-5206,ImpactFactor:12,23 AmericanAcademicpublishers,volume05,issue05,2025 Journal: https://www.academicpublishers.org/journals/index.php/ijai Literature Review. The dialogic approach to teaching is grounded in Bakhtin’s theory of dialogism, which posits that language and meaning emerge through interaction among diverse voices (Bakhtin, 1981). In educational settings, dialogic pedagogy fosters collaborative learning by encouraging students to engage in open-ended discussions, negotiate perspectives, and co- construct knowledge (Alexander, 2008). This aligns with Vygotsky’s sociocultural theory, which emphasizes social interaction within the Zone of Proximal Development (ZPD), where learners advance through peer or instructor support (Vygotsky, 1978). The ZPD is particularly relevant for ELT, as collaborative tasks scaffold language acquisition(Lantolf & Thorne, 2006). Empirical studies underscore dialogic pedagogy’s efficacy in language education. Lyle (2008) found that dialogic teaching enhances critical thinking and oral proficiency by creating spaces for exploratory talk. Mercer (2010) demonstrated that structured dialogue improves students’ ability to articulate complex ideas, a skill vital for journalism. In ELT, dialogic methods have been shown to increase engagement and fluency, particularly in multilingual contexts where students draw onmultiple linguisticresources (García& Wei,2014). Translanguaging, the fluid useof multiple languages, supports inclusivelearning by allowing students to leverage their full linguisticrepertoire (Liddicoat, 2016). In journalism education, dialogic approaches align with professional practices. Collaborative reporting, a growing trend, requires journalists to negotiate narratives and integrate diverse perspectives (Webb, 2018). ELT in this context must prepare students for such tasks, yet traditional methods often prioritize grammar over interaction (Richards & Rodgers, 2014). Recent studies highlight the need for pedagogy that bridges language and professional skills. For instance, Deuze (2005) argues that journalism education should integrate multimedia and intercultural competencies, which dialogic methods can facilitate through project-based learning. In multilingual settings like Uzbekistan, where Uzbek and Russian coexist with English, dialogic pedagogy can foster translanguaging, enhancing both linguistic and cultural fluency (Pavlenko, 2019). Despite these