The adoption of innovative pedagogy without clear guidance in adapting teaching approaches to English language teaching contexts has led to disconnects in meeting students' and teachers' classroom talk needs. One such innovation, the dialogic teaching approach, centres a principled conception of classroom talk to enhance pedagogical practice. Recently, English as a foreign language (EFL) teachers and researchers have implemented the dialogic teaching approach to address the limited quality of classroom talk. However, emergent findings have yielded mixed results (e.g., inconsistent improvements in teacher questioning and meagre changes to student response quality). These marginal successes may result from teachers and researchers seeking to adopt the approach's descriptive and idealised principles without adequately addressing classroom realities. This paper explores an educational design research project that sought EFL teachers' and students' feedback in adapting dialogic teaching principles within a South Korean university's EFL curriculum. This project intended to yield a prescriptive design framework to enable the contextualising of dialogic teaching for EFL instruction. Grounded in a hybrid deductive and inductive analysis of this project's empirical evidence, the present paper's findings offer researchers and teachers an evolved understanding of dialogic teaching, its utility in EFL teaching, and how pedagogic innovation may be implemented dialogically.