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Cited by 6Creativity in Education and NeuroscienceInnovative Teaching and Learning MethodsEFL/ESL Teaching and Learning

How does dialogic teaching facilitate students' creative thinking? Evidence from a sequential analysis of teacher–student dialogue in primary language classrooms

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Tao, Yang, Wang, Deliang, Chen, Gaowei·2026·British Educational Research Journal
DOI 10.1002/berj.70031
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Abstract

Dialogic teaching has been shown to be beneficial for students' learning and achievement. However, few studies have investigated how dialogic teaching may foster students' creative thinking in the classroom. This study examined the sequential patterns of classroom dialogue associated with students' creative thinking. Participants included eight teachers and 341 students from primary language classrooms. These classrooms were classified into two types (high and low) based on students' demonstrated levels of creative thinking. Lag sequential analysis was applied to compare dialogue patterns in these two types of classes. The results indicate that classes with high levels of creative thinking displayed significantly more use of the sharing and building‐on strategies, but significantly less use of the articulating strategy. The findings suggest that teacher–student dialogue patterns emphasising reasoned discourse and linking students' ideas were related to students' creative thinking. In contrast, dialogue sequences involving persistent questioning or excessive evaluation were not found to be conducive to the development of creative thinking. These findings contribute to the understanding of the relationship between dialogic teaching and creative thinking. The analysis of the dynamic and sequential features of classroom dialogue reveals crucial patterns of discursive interactions that may facilitate or hinder the development of creative thinking. The study highlights the potential of a dialogic learning environment for nurturing creative thinking, although not all types of dialogic teaching moves are equally beneficial.

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Crossref · 10.1002/berj.70031

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Research works printed but not linked: 5

  1. Aukerman M., 2017, Reciprocity of student and teacher discourse practices in monologically and dialogically organized text discussion, Journal of Language & Literacy Education, 13, 1
  2. Chapin S., 2009, Classroom discussions: Using math talk to help students learn
  3. Ness I. &Egelandsdal K.(2018).STEPRE model: Facilitating knowledge development in student groups in higher education. In Guribye F. Åkerfeldt A. Bergdahl N. Cerrato‐Pargman T. Selander S. & Wasson B. (Eds.) Design & learner‐centric analytics: Proceedings of the 6th International Conference on Designs for Learning Bergen Norway (pp. 39–45).
  4. 10.1177/155868980629243 · DOI
  5. Torrance E. P., 1988, The nature of creativity, 43

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Authors
Tao, Y., Wang, D., & Chen, G.
Affiliations
  • School of Education Nanjing University Nanjing China
  • University of Hong Kong (HK)
Corresponding author
Chen, Gaowei
ORCID
Venue
British Educational Research Journal
Publisher
Wiley
Published
2025-09-23
Volume
52
Issue
1
Pages
776-805
ISSN
  • 0141-1926 (ISSN-L)
  • 1469-3518
DOI
10.1002/berj.70031
OpenAlex
W4414444887
Cited by
6
References
87
Citations by year
2026: 6
FWCI
6.37
Type
journal article
Language
en
Open access
Licence
Locations
British Educational Research Journal (publishedVersion, cc-by)
Topics
  • Social Sciences › Psychology › Experimental and Cognitive Psychology › Creativity in Education and Neuroscience
  • Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
  • Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
Keywords
dialogic teaching, creative thinking, teacher-student dialogue, classroom discourse, sequential analysis, questioning, evaluation

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