Dialogic Teaching and the Cultivation of Critical Awareness: An Exploration of the Socratic Approach in the EFL Classroom

Abstract

Socratic pedagogy is an approach to teaching that encourages questioning mainstream practices without being judgmental, aiming to foster understanding, empathy, and more objective reflections on reality. This study investigates the impact of implementing Socratic pedagogy on student teachers’ critical awareness skills during their participation in a Spoken English course at ESEF Berrechid, Morocco. Grounded in the principles of dialogic and reflective teaching, the research seeks to explore how sustained engagement with Socratic questioning can support the development of higher-order thinking, ethical reasoning, and culturally sensitive perspectives among future educators. Adopting a qualitative research design, the study involved first-year student teachers over the course of one academic year, providing them with continuous opportunities to engage in reflective dialogue, critical inquiry, and collaborative discussions. Data were collected through multiple sources, including individual interviews, focus group discussions, and detailed classroom observations, which documented students’ verbal contributions, interactions, and responses to instructional prompts throughout the intervention. The findings reveal a significant enhancement in students’ critical awareness of political, economic, and cultural dimensions that influence language teaching contexts. Participants demonstrated a nuanced understanding of how policy decisions, institutional priorities, and socio-economic factors shape educational practices, and they developed the capacity to critically examine taken-for-granted assumptions within their learning environment. Additionally, students expressed a greater appreciation for cultural diversity and inclusion, recognizing the value of multiple perspectives in fostering a more equitable and effective classroom. Beyond knowledge acquisition, the intervention appeared to positively impact students’ attitudes, encouraging them to express ideas confidently, engage in reflective discussions, and adopt a more questioning and inquisitive stance toward both theory and practice. Overall, the yearlong Socratic pedagogy intervention proved effective in cultivating critical reflection, awareness, and empathy among student teachers, suggesting its potential as a transformative approach in teacher education. The study highlights the importance of incorporating dialogic and inquiry-based teaching strategies into teacher preparation programs, not only to enhance linguistic and pedagogical competencies but also to foster socially aware, reflective, and ethically responsible future educators. These findings contribute to the growing body of research advocating for pedagogical approaches that bridge critical thinking, reflective practice, and cultural awareness in educational settings.