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Education has always been fundamental in an individual’s life and in a nation’s survival, at large. Synonymous to the process of teaching and learning, it is always expected to meet the demands of many parties including the community, the educational institution itself and the country. As for a higher learning milieu, the teaching and learning process is enlightened with various methodologies in lesson delivery. Among all, dialogic teaching and learning is found to be an appropriate pedagogical method which offers a great deal of benefits. An educator was identified to practise such a method and it was the objective of the research to uncover the practice in a Malaysian tertiary education context. Employing a qualitative approach, the research implicated an educator and 41 learners who were directly involved in the dialogic teaching and learning. Through a classroom observation technique, significant episodes were recorded and narrated. This paper aims at presenting the observational findings, thus, suggesting a number of pedagogical implications.

Describing Dialogic Teaching and Learning in A Malaysian Higher Learning Institution Setting: A Discussion of Its Observational Findings