Hernan Tena*

Tiermoyle, Latteragh, Nenagh, Tipperary, E45CA39, Republic of Ireland

*Corresponding Author: Hernan Tena, Tiermoyle, Latteragh, Nenagh, Tipperary, E45CA39, Republic of Ireland.

Received: April 14, 2025; Published: April 29, 2025

Abstract

This article explores the integration of the dialogical principle within TESOL through a complexity-informed pedagogical framework. Drawing on a qualitative action research study in a virtual ESL classroom, it examines how pedagogical contradictions—such as grammar versus communication and autonomy versus instruction—can be engaged as generative rather than disruptive forces. The findings reveal that dialogical teaching fosters learner empowerment, metacognitive development, and epistemological flexibility. By reframing contradiction as an essential component of language learning, the study proposes a hybrid TESOL paradigm that is both methodologically integrative and reflective. The article concludes with practical recommendations for educators and calls for further research into complexity-based approaches in diverse TESOL contexts.

 Keywords: TESOL; Dialogical Principle; Complexity Thinking; Adult Education; Hybrid Pedagogy; Language Learning

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Citation

Citation: Hernan Tena. “The Dialogical Principle in TESOL: Integrating Contradictory and Complementary Elements for Effective Learning”. Acta Scientific Neurology 8.5 (2025): 20-29.

Copyright

Copyright: © 2025 Hernan Tena. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.