Improvement and practice of dialogue teaching in Vocational English Classroom Based on Teachers' reflection

Abstract

 Based on the framework of dialogue teaching theory, the study conducted a follow-up survey of dialogue teaching in vocational English classes for one semester. The reflective interview method was fully utilized in the experimental data collection process. Combining with the specific teaching content, researchers thought about the problems in class dialogue teaching with the teachers, and put forward suggestions for improvement according to the problems. The use of research interviews and reflective methods played a pivotal role in the entire research process, effectively helping teachers to resolve teaching conflicts and deepen their teaching concepts in a timely manner, and effectively improving the effectiveness of dialogue in vocational English classrooms.