This quasi-experimental study evaluates the impact of a dialogic approach to teaching English on language proficiency and professional skills in journalism and mass communication education. Grounded in Bakhtin’s dialogism and Vygotsky’s sociocultural theory, the intervention involved 60 undergraduate students in Uzbekistan over 15 weeks. The dialogic group (n=30) engaged in interactive discussions, collaborative projects, and simulated journalism tasks, while the control group (n=30) followed a traditional curriculum. Results showed significant improvements in the dialogic group’s English proficiency (CEFR B2–C1) and skills in interviewing, writing, and multimedia production. Qualitative data highlighted enhanced engagement and translanguaging benefits. Findings underscore dialogic pedagogy’s potential to prepare journalists for global communication, offering implications for curriculum design in multilingual contexts. Keywords: dialogic pedagogy, English language teaching, journalism education, professional skills, multilingualism

dialogic pedagogy, English language teaching, journalism education, professional skills, multilingualism, translanguaging, Bakhtin’s dialogism, Vygotsky’s sociocultural theory, language planning, collaborative learning.

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