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

Foroutan, Maryam

doi:10.9790/0837-0723542

Cited by 6 publications

(11 citation statements)

References 15 publications

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“…This might be traced back to the three fundamental features of dialogue journal writing, namely the freedom in choosing the content to write about, writing a lot about those interested topics in a stress-free environment, and the dialogic individual feedback by the teacher (Mlynarczyk, 2013). Results of the present study regarding the observed improvement of content in learners' writings are in line with Foroutan et al (2013b), Kose (2005), and Peng (2007) who found a significant effect of dialogue journal writing on the content quality of learners' writing performance. This observed effect in the present study can be discussed with regard to the nature of dialogue journal writing which calls for writing about one's topics of interest.…”

Section: Discussionsupporting

confidence: 83%

“…In other words, as Larrotta (2008) stated, learners acquire new vocabulary through the practice of dialogue journal writing without even realizing it. This was also supported by Foroutan et al (2013b). The non-significant effect of dialogue journal writing on language use and mechanics is in good agreement with Puengpipattrakul (2009) who found a mismatch between learners' ideas about the positive effect of journal writing on their grammatical accuracy and their actual improvement of the use of grammar as a result of practice in journal writing.…”

Section: Discussionsupporting

confidence: 83%

“…A great disadvantage of their study is lack of inter-rater reliability index of writing test scores which can make their findings unreliable. In another study, Foroutan, Noordin, and Hamzah (2013b) compared the effect of dialogue journal writing with task-based writing on EFL learners' writing skills and its components. Using experimental method, they found significant improvement between pre-and post-tests in terms of content, vocabulary, organization, and language use, while no significant development was observed in overall writing performance.…”

Section: Empirical Findingsmentioning

confidence: 99%

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The Effect of Dialogue Journal Writing on EFL Learners' Descriptive Writing Performance: A Quantitative Study

Dabbagh

2017

Int. J. Appl. Linguist. Engl. Lit.

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This study sought to evaluate the effect of dialogue journal writing on writing performance as well as its different sub-components, namely content, organization, vocabulary, language use, and mechanics (Following Polio, 2013). Participants were 84 EFL intermediate learners who were selected based on their performance on Oxford Quick Placement Test (2004) and divided randomly into experimental and control groups. While the participants in the control group took part in descriptive writing pre and post-tests only, their counterparts in experimental group were asked to write 3 journals a week for about 6 months in the period between the pre- and post-tests. The instructor of the experimental group provided feedback to each journal entry mostly on its content and message to which the participants replied in a dialogic manner. Results of independent sample t-test located a significant difference between the experimental and control group regarding the overall writing performance, as well as the sub-components of content, organization, and vocabulary in the post-test. However, the obtained results did not reveal a significant effect of dialogue journal writing on language use and mechanics of writing performance. The results which promise implications for writing instructors, curriculum developers, and material designers are fully discussed.

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Section: Discussionsupporting

confidence: 83%

Section: Discussionsupporting

confidence: 83%

Section: Empirical Findingsmentioning

confidence: 99%

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The Effect of Dialogue Journal Writing on EFL Learners' Descriptive Writing Performance: A Quantitative Study

Dabbagh

2017

Int. J. Appl. Linguist. Engl. Lit.

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“…As cited from Brown (2004) Dialogue journal is generally an interactive conversation between a teacher and the students which is written in a notebook frequently (weekly or biweekly) about a topic that interests them both, as a regular practices for the students in writing. The role of the teacher is giving feedbacks and comments on the students' work with correct grammatical forms and structure as a model for the students (Forouton, Noordin & Hamzah, 2013).…”

Section: Introductionmentioning

confidence: 99%

“…Furthermore, by writing Dialogue journal frequently, the students' writing proficiencies will improve as they go along the process (Liao & Wong, 2010;Naba'h, 2013;Mehrdad, 2008;Forouton, Noordin & Hamzah, 2013). Through regular practices, dialogue journal can build students' fluency on writing.…”

Section: Introductionmentioning

confidence: 99%

Using Dialogue Journal to Improve Students’ Writing Proficiencies

Hapsari

Susilohadi

Elyono

2018

eed

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<p>Dialogue journal is perceived as an effective technique for teaching writing. This article aims at reporting a study on the use of Dialogue journal to improve students’ writing proficiencies. The objectives of the research were to know how dialogue journal can be implemented effectively to improve students’ writing proficiencies and to know to what extent dialogue journal can improve their writing proficiencies. A classroom action research was conducted in a group of students in one of state junior high school in Surakarta. The data collected were qualitative and quantitative. The qualitative data were obtained from observations and interviews, while the quantitative data were collected from tests. The findings of the research show that (1) dialogue journal can be implemented effectively by taking some considerations; and (2) the implementation of dialogue journal could improve the students’ writing proficiencies and the classroom situation. This was proven by the improvement of the students’ writing mean scores and their attitude toward the learning. They became more active and motivated.</p><p align="left"> </p>

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Dialogue journals and traditional writing assignments: A comparison of writing in L2 German classrooms

Henry,

Mandel,

VanderHeijden

2024

Foreign Language Annals

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Dialogue journals (DJs) are a type of extensive writing assignment, in which students write for the purpose of communication with their instructor. Previous research has shown that DJs can help students develop writing skills; however, few studies have analyzed how DJs compare with traditional prompt‐based assignments (TAs). The present study, therefore, presents a quasi‐experimental comparison of texts from first‐ and second‐year German classrooms that used either DJs or TAs. Analysis focused on five metrics: (1) word count, (2) sentence count, (3) words per sentence, (4) text‐type ratio (TTR), and (5) measure of textual lexical diversity (MTLD). Results for word and sentence count indicated that TA texts were longer. However, DJs resulted in more complex writing, as measured by sentence length, MTLD, and TTR. Taken together, results suggest that journals can promote writing that is both communicatively oriented and linguistically complex. The article concludes by offering suggestions for practical implementation of DJs.

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

Abstract: Abstract:This paper compared the effect of two different methods in writing including

Cited by 6 publications

References 15 publications

The Effect of Dialogue Journal Writing on EFL Learners' Descriptive Writing Performance: A Quantitative Study

The Effect of Dialogue Journal Writing on EFL Learners' Descriptive Writing Performance: A Quantitative Study

Using Dialogue Journal to Improve Students’ Writing Proficiencies

Dialogue journals and traditional writing assignments: A comparison of writing in L2 German classrooms

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