While it is widely acknowledged that educational technology has been used as an online learning modality, socio-emotional aspects are still in crisis during the post-COVID-19 era. Theorized in Alexander’s dialogic teaching and Delahunty's socio-emotional connection, this phenomenology study addresses two Indonesian teachers’ perceptions of dialogical-based online teaching and socio-emotional connections. The data were empirically garnered from semi-structured interviews and teaching documents. Findings shed some lights on four macro parameters of socio-emotional aspects within dialogic-based online teaching framework: transformation of pedagogical content, learning interaction, sense of community, and identity formation. The present study theoretically and practically contributes to sociocultural dimensions of dialogic teaching construction in online classroom.


dialogic teaching, socio-emotional connection, online classroom, Indonesian teachers

Author Bio(s)

Elok Putri Nimasari, M.Pd, is a doctoral student in the Language and Literature Study Program Universitas Negeri Surabaya. She is currently a lecturer in English education at Universitas Muhamamdiyah Ponorogo, Indonesia. She is particularly interested in English language teaching, dialogic teaching, and applied linguistics in education. She has presented her research findings at international conferences and published her articles in some indexed journals. Please direct correspondence to elok.21016@mhs.unesa.ac.id.

Prof. Slamet Setiawan, Ph.D., is a professor at postgraduate program of Universitas Negeri Surabaya. He has almost 30 years of experience teaching in his colleges. His academic specialty is linguistics. He has written over 16 articles in indexed international and national journals, as well as presenting papers at international events and authoring some books. He has supervising numerous postgraduate students and has reviewed many articles for international journal publications in the field of education.

Ahmad Munir, Ph.D., is an English education lecturer at Universitas Negeri Surabaya. In 2012, he completed his Ph.D. at the Monash University, Australia. He has more than two decades of experience teaching English education in Indonesia. He is passionate about the study of English education and has presented and published numerous papers at international conferences and indexed international journals.

Dr. Suhartono is a lecturer of language and literature education in the Postgraduate Program at Universitas Negeri Surabaya.


We would like to acknowledge Center for Education Financial Services that has fully support our research funding. We also would like to thank all the assistance of informants who took part in this study. Without their cooperation, it would not be possible to complete this research that depends on the information of their best practices.

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