TEACHING FROM A DIALOGIC PERSPECTIVE: REDUCING ANXIETY AND ENHANCING VIETNAMESE COMMUNICATION SKILLS FOR ETHNIC MINORITY STUDENTS

Abstract

Dialogic teaching is an instructional method that encourages two-way communication between teachers and students, helping students become more proactive and confident in using Vietnamese. This study examines the impact of dialogic teaching on anxiety levels and Vietnamese communication skills of ethnic minority students, based on a survey of 729 students from 24 high schools in 12 northern provinces of Vietnam. The findings indicate that this method significantly reduces communication anxiety while improving linguistic responsiveness and boosting students’ confidence. Teaching activities such as open-ended questioning, group discussions, continuous feedback, and role-playing help students engage more actively, enhance communication skills, and develop critical thinking more effectively than traditional teaching methods. The study suggests integrating dialogic teaching into Vietnamese language education for ethnic minority students, incorporating continuous feedback, group discussions, and role-playing to create a supportive learning environment, reduce anxiety, and improve Vietnamese communication skills.