العلاقة بين التفاعل الحواري ومهارات التفكير التحليلي في اللغة الإنجليزية كلغة رابعة لدى طلبة المرحلة الثانوية في بقعاثا، الجولان

This study investigated the relationship between dialogic interaction and analytical thinking skills among high school students learning English as a fourth language in Buqata, Golan Heights. A quantitative correlational design was employed with a convenience sample of 70 students from Grades 10 and 11. Data were collected using two researcher-developed instruments: the Dialogic Interaction Scale, which assessed reciprocity, cumulation, supportiveness, and purposefulness during English lessons, and the Analytical Thinking Test, which measured interpretation, analysis, inference, and evaluation. The findings showed that students obtained a mean score of 71.00 (SD = 8.45) in dialogic interaction and 69.47 (SD = 7.62) in analytical thinking. Pearson’s correlation analysis revealed a statistically significant, moderate-to-strong positive relationship between overall dialogic interaction and analytical thinking (r = .512, p < .001). Dialogic interaction statistically accounted for 26.2% of the variance in analytical thinking scores. Significant positive correlations were also found between dialogic interaction and all four analytical thinking subskills, with the strongest association observed for analysis (r = .480, p < .001), followed by interpretation (r = .360, p = .002), inference (r = .304, p = .010), and evaluation (r = .273, p = .022). These findings indicate that students who engage more effectively in reciprocal, cumulative, supportive, and purposeful classroom dialogue tend to demonstrate stronger analytical thinking skills. The study highlights the educational value of structured dialogic activities in multilingual English classrooms, particularly for developing analysis and interpretation. Nevertheless, given the correlational design and the use of a convenience sample from one school, the findings do not establish causality and should be generalized cautiously. Further experimental and longitudinal research is recommended.