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| Themes | Categories | Codes |
|
| Perspective on communicative approach training | Perspective on trainings | (i) Raising awareness |
| (ii) Finding trainings useful |
| (iii) Enjoying the trainings |
| Perspective on the planning phase | (i) The effectiveness of the sample lesson design |
| (ii) Making use of the training notes and the articles |
| Perspective on the reorganization phase | (i) Effectiveness of stimulated recall interviews |
| (ii) Recognising the deficiencies |
|
| Applicability of dialogic teaching | Necessary conditions for application | (i) Adequacy of the teacher |
| (ii) Teacher’s eagerness to professional development |
| (iii) Teacher’s preparation for the lesson |
| (iv) Student levels |
| (v) Students’ preparation for the lesson |
| (vi) Moderate and applicable syllabus |
| Applicability level | (i) Applicable for some topics |
| (ii) Applicable for all grades |
| (iii) Different levels of efficiency for different grades |
| Reasons for inapplicability | (i) Inapplicability of some topics and learning outcomes |
| (ii) Anxiety about the curriculum content and duration |
|
| Contribution and change | Contribution and change for the teacher | (i) More enjoyable and efficient lessons |
| (ii) Switching from the instructor to the facilitator |
| (iii) Learning the form of education suitable for the communicative approach |
| (iv) Learning to be patient with wrong answers |
| (v) Learning to listen to student ideas and to take them into account |
| (vi) Being happy |
| Contribution and change for the student | (i) Active participation |
| (ii) Enjoying the lesson |
| (iii) Expressing his/her ideas better |
| (iv) Motivated reasoning |
| (v) Generate creative ideas |
| (vi) Offering counter arguments and refuting other ideas |
| (vii) Feeling important |
| (viii) Increased self-confidence |
| (ix) Becoming more engaged in the lesson |
| (x) Increase in student-student interaction |
|
| Problems encountered | Teacher | (i) Inability to put the theoretical knowledge into practice |
| (ii) Heavy work load |
| (iii) Tiring |
| Student | (i) Insufficient level of readiness |
| (ii) Inability to express his/her thoughts |
| (iv) Noise |
| Syllabus | (i) Incompatible curriculum and course time |
| Physical condition of the classroom | (i) Sitting arrangement |
| (ii) Classroom size |
|
| Suggestions | Classroom management | (i) Setting classroom rules |
| Syllabus | (i) Increasing weekly course hours |
| (ii) Easing the curriculum |
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