Abstract

“I don’t know, my head is just not in the right space”.
College student aged 17 (2020)
Numerous elements might jeopardise a productive learning environment in the classroom, including issues students carry over from their homes, demotivation, test-related stress, and more. During times of a global pandemic, an escalating level of importance needs to be placed on psychological well-being (Public Health England, 2014), as student well-being needs are evidently proliferating.
This research draws on the work of Robin Alexander (2018) as his Dialogic strategies are used in English Language GCSE lessons to explore how effective communication can help to build a culture of collaboration and nurture a safe learning environment. It examines both cognitive and affective learning using a mixed-method approach of open discussions and questioning with a specific focus on breaking down emotional barriers to enable students to successfully participate and engage in the learning process.
This research is framed by an interpretive approach and aims to represent the voices of FE learners. It seeks to answer the following questions: How do dialogic strategies in GCSE English Language classrooms affect student’s attitudes to learning? What are the student experiences of using a well-being resource to support their study of GCSE English Language?
Findings indicate some improvement in attitude towards learning using dialogic strategies. Learners express positive experiences when using well-being resources to support the study of GCSE English Language. Results also display outcomes from the pandemic relating to learners’ preferences toward learning environments that are dialogue rich that promote collaboration and cooperation.