Writing Out Loud: Investigating the Impact of Dialogic Conversation on Students' Writing Agency and Identity

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Abstract

This qualitative case study explored how dialogic conversation influences middle school students’ writing agency, identity, and perceptions of themselves as writers. Grounded in sociocultural theory (Vygotsky, 1978) and dialogic theory (Bakhtin, 1981), the study examined how teacher-student and peer-student discourse shaped writing development in two eighth-grade language arts classrooms (n=48). Data collection included Motivation to Write Profiles, interviews, observations, and student writing artifacts. Twelve focal students engaged in daily choice writing, mini-lessons, and structured dialogues about their work. Preliminary findings indicate that dialogic conversation enhanced students’ value of writing, self-concept, and ability to provide meaningful feedback, shifting from surface-level corrections to deeper commentary on voice and ideas. Results suggest dialogic pedagogy fosters agency, collaboration, and confident, empowered young writers.

Authors

• Kristen Walsh, Northern Illinois University

• Kenneth Lakowski, Northern Illinois University