Probing the Role of Collaborative Reflection and Dialogic Journals in EFL Teachers' Engagement

This study examined the influence of collaborative reflection and dialogic journals on the engagement of English as a Foreign Language (EFL) teachers. Employing purposive sampling, 60 EFL teachers were randomly assigned to three groups: a control group and two experimental groups. The control group attended a ten-session teacher training program. The first experimental group engaged in collaborative reflection for ten weeks, while the second experimental group maintained dialogic journals during the same period. To assess the effects of the interventions, the Teacher Engagement Questionnaire was administered before and after the intervention. Additionally, upon completion of the treatment, semi-structured interviews were conducted with participants from both experimental groups. The results revealed that both collaborative reflection and dialogic journals significantly enhanced teacher engagement. Notably, the dialogic journal group showed higher engagement levels than the collaborative reflection group. Content analysis of interviews supported these results, highlighting the positive impact of both interventions. These findings offer valuable implications for teachers, teacher educators, policymakers, and researchers in the education sector.