FROM AUTHORITATIVE DISCOURSE TO DIALOGIC COMMUNICATION: THE SHIFT IN STUDENTS' LANGUAGE STYLE IN AN INTERCULTURAL AND DISCURSIVE EDUCATIONAL CONTEXT

Abstract

The research study focuses on how pedagogical and multicultural settings affect students' academic language patterns, specifically the shift from authoritative to dialogic discourse in Albanian language and literature courses and UK TESOL classrooms. The research examines differences in pedagogical traditions, attitudes toward authority, and cultural expectations to understand how they shape communication and writing practices. Two groups of students participated: fifty multilingual students from a UK TESOL program and fifty Albanian literature and language students from Aleksander Moisiu University in Durres. The Language Style Observation and Self-Reflection Questionnaire (LSOSQ) was used to gather information. It included classroom observations, student surveys, and a written task. Discourse features were classified as either dialogic or authoritative, and inter-rater agreement was above 90%. The results showed that TESOL students often employed dialogic elements, including first-person pronouns, cultural references, and open-ended questions. By contrast, Albanian students tended to follow formal structures, adopt an authoritative style, and take part mainly in teacher-directed exchanges. Marked contrasts were found in the use of cultural references (84% versus 18%) and to the extent to which students followed formal structures (34% versus 85%). These results underline how strongly discourse and writing practices are shaped by culture and pedagogical traditions, as seen in the contrast between TESOL classrooms, which encourage personal voice and dialogic interaction, and Albanian literature settings, which emphasise formality, fidelity to texts, and authoritative instruction. In TESOL settings, teaching tends to foster inclusivity, student voice, and cross-cultural exchange, whereas Albanian classrooms place greater emphasis on discipline, adherence to texts, and structured forms of analysis. Even so, both contexts are beginning to converge through mixed pedagogical approaches that combine elements of authority with opportunities for student participation. This reflects broader educational transformations toward inclusivity, critical thinking, and shared responsibility for learning. The findings have practical implications for teacher training. Educators working in multilingual and multicultural contexts need to be equipped with strategies that allow them to integrate dialogic techniques while maintaining academic rigour. Similarly, in more traditional settings, there is value in introducing activities that allow students to contribute their own perspectives without undermining formal standards.