Impact of the Dogme ELT Methodology on Sixth-Grade Students’ Willingness to Communicate

This article reports an action-research study on willingness to communicate orally in English. Implemented through a conversation club, it aimed to tackle low willingness to communicate at a bilingual primary school. The objective was to see the impact of Dogme on learners. Data were collected using class observations, interviews, Likert-scale surveys, and open-ended questionnaires. Data were analyzed through thematic content analysis. The findings suggest that students aged 11–12 were more willing to communicate in English and to produce longer utterances during conversations about themselves and relevant events in their lives. Participants also showed favorable perceptions about Dogme-type lessons. Using Dogme encouraged participants’ communication, so teachers can nurture students’ interests by personalizing speaking activities.