DIALOGIC PEDAGOGY IN ESL WRITING: THE ROLE OF SOCRATIC SEMINARS

Abstract

This study examines the integration of Socratic seminars into ESL writing classes as a pedagogical approach to improving students’ writing skills. ESL learners often experience difficulties in generating clear ideas, organizing arguments logically, and maintaining accuracy and appropriate vocabulary use. To address these challenges, the study explores how Socratic seminars promote critical thinking and collaborative discourse in support of writing development. Using a mixed-methods design, the research involved 25 university freshmen with intermediate English proficiency. Semi-structured interviews were conducted to identify common writing challenges, and student essays were assessed using analytic rubrics focusing on coherence, cohesion, task achievement, and language accuracy. The findings indicate that participation in Socratic seminars positively influences students’ ability to develop ideas, integrate supporting details, and maintain logical organization in their writing. Peer review activities further contributed to improved accuracy and clarity. While practical challenges such as time constraints and class size remain, the results suggest that Socratic seminars represent an effective instructional strategy for enhancing ESL writing and fostering critical thinking and collaborative communication skills.