A contrarian view of dialogue journals: The case of a reluctant participant

Unguarded Patterns of Thinking: Physical and Topical Structure Analysis of Student Journals

“…It has also been recognized that dialogue journals achieve the primary purpose of fostering a relatively comfortable interactive atmosphere for students who seek teacher feedback. However, although there is a general preference for response or dialogue journals (Stallman & Roe, 1994), older students at the graduate level find it less beneficial due to its informal nature, which is normally not the writing practice at their level (Holmes & Moulton, 1995).…”

How can Dialogue Journal Writing improve learners’ writing performance in the English as a Second Language context?

“…It also helps them in syntactic development [16], language acquisitions, increasing their self-esteem [11], improving their spelling, grammar, capitalization and punctuation [19] and communicative language functions [12]. However, most of these studies are not research-based studies, nor have compared this method with other common methods to identify their differences in their effects on writing performance.…”

“…Dialogue journal through teachers' and students' responses promote the notion of scaffolding [11]. [12] proposes that dialogue journal writing offers a proper context to reflect and activate the learner's zone of proximal development.…”

Effect of Dialogue Journal Writing through the Use of Conventional Tools and E-mail on Writing Anxiety in the ESL Context

“…This reciprocal interaction provides communicative context for English as a Second Language (ESL) learning as the purpose of dialogue journal writing is not focusing on forms, but communication (Wang, 1998). Besides that, one of the most notable benefits of using dialogue journal writing in classes is providing low anxiety conditions for learners (Holmes and Moulton, 1995). According to the prior studies in language learning, anxiety has the essential role in language learning due to its negative relationship to learners' language learning performance (Atay and Kurt, 2006).…”