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Yeo, Marie A., and n/a. "Teaching writing in Cambodia : the educational and interpersonal benefits of dialogue journal writing." University of Canberra. Education, 1995. http://erl.canberra.edu.au./public/adt-AUC20061112.110437.
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This study examines the educational and interpersonal benefits of dialogue
journal writing within the Cambodian context.
The research plan involved, first, a thorough survey of the literature on journal
writing, which then provided the theoretical framework for the construction of
hypotheses. These hypotheses asserted that dialogue journal writing brings about
educational as well as interpersonal benefits. In educational terms, this task enables
learners to attain proficiency in speaking, reading and writing, gain functional
competence, and develop critical thinking skills. In interpersonal terms, dialogue
journal writing helps in the development of the relationship between the teacher and
the learner and offers a source of cultural information.
The next stage involved assigning and collecting the journals and then
analysing them to check for the presence of particular features which were asserted to
bring about the benefits as stated in the hypotheses.
The writer conducted her research with a class of Cambodian students at
Phnom Penh University. Within the journals of the eighteen learners, most of these
features were discovered, thus supporting the hypotheses that journal writing offers
particular educational and interpersonal benefits. Where the features were absent or
variant, explanations for this based on the culture of the learners, the conditions of the
country during the period of the study, and the culture of the teacher were offered.
Finally, the writing in the dialogue journals of the subjects provided strong
evidence that dialogue journal writing offers learners a scope for genuine studentteacher
communication and for personal communication and mutual understanding
between each individual student and teacher.
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Szeneszi, Elisabete Schramm. "The use of dialogue journal writing to teach efl secondary school students." reponame:Repositório Institucional da UFSC, 1991. https://repositorio.ufsc.br/xmlui/handle/123456789/157718.
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Dissertação (mestrado) - Universidade Federal de Santa Catarina. Centro de Comunicação e ExpressãoMade available in DSpace on 2016-01-08T17:23:27Z (GMT). No. of bitstreams: 1 84379.pdf: 2086065 bytes, checksum: 273153724dc0fa2409050a4ddec63837 (MD5) Previous issue date: 1991
Este estudo investigou os efeitos do uso do "dialogue journal writing" para ensinar os alunos do segundo grau a escreverem em inglês. O objetivo deste trabalho foi verificar se o uso do "dialogue journal writing" aplicado como técnica de ensino em sala de aula, afetaria a motivação, as atitudes e a habilidade destes alunos em relação ao aprendizado da escrita em inglês como língua estrangeira. Um método de abordagem qualitativa foi escolhido para conduzir esta investigação, e o estudo foi realizado num período de 3 meses. Os sujeitos que fizeram parte deste estudo foram alunos da 1a série do segundo grau do Colégio de Aplicação da UFSC, e os resultados revelaram que esta técnica mostrou-se favorável quanto a motivação, atitudes e habilidades destes alunos no aprendizado da escrita em inglês.
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Hegedus, Katalin. "Dialogue journal writing : meaningful written interaction in language and culturally diverse classrooms." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/29929.
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The study of the Back and Forth book of an eleven years old E.S.L. student introduces a type of personal writing which is argued to facilitate meaningful, written communication in the second language.
The present study extends the findings of dialogue journal studies of Staton et al. in two directions.
1. The case study of the Back and Forth book activity presents a "communication triangle" which involves parental participation and thus serves as a bridge between school and home. The reported observations focus on the potentials and limitations of the Back and Forth book task in comparison to other journal writing practices.
2. The analysis of the selected 45 journal entries provides some explanation for the weak realization of the task. The application of Mohan's Knowledge Framework as a means of analyzing student writing provides a c picture of the language and content. The Knowledge framework presents guideline for monitoring the development of language and the development of discourse and content.
The inconsistency of the task justifies the present study: the multi-purpose task of the Back and Forth book produces unsatisfactory writing, the research question is of determining its reason and provide a guideline to monitor the task in order to obtain more satisfactory product.Education, Faculty of
Language and Literacy Education (LLED), Department of
Graduate
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Parker, Joanie Alana. "Dialogue journal writing and adult ESL students, a tool for learning language and culture." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0015/MQ47143.pdf.
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鈴木, 克彦. "writingとspeakingをセットにしたShow & Tellの指導による英語産出能力の育成 : 授業公開用ビデオ、～私の授業～の作成を通して(英語科)(教科研究)." 名古屋大学教育学部附属中学校 : 名古屋大学教育学部附属高等学校, 2002. http://hdl.handle.net/2237/5184.
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Sigmon, Miranda Lee. "Dialogue Journals: Literacy Transactions of Fourth-Grade Students." Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/70922.
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This study was designed to explore written responses of dialogue journals in a fourth-grade social studies classroom to better understand individuals' meaning-making responses during content-based lessons. The Transactional Theory of Literacy acknowledges that readers generate individualized experiences as they transact with literacy. Although Rosenblatt focused explicitly on the transactions readers make with text, this study expands the idea of these transactions to the more current, unbounded definition of text. Writing could be the tool used for students to record these transactions that lead to their continuously changing, individualized understandings. Through journals, students conversed with one another using written dialogue in the continued generation or restructuring of existing understandings in response to exposure of a content-specific text. The following research questions were addressed in the study: How do written responses of fourth-grade students made in dialogue journals express students' understandings of content-based lessons? 2) To what extent do dialogue journals motivate students in content-based lessons? Analysis of dialogue journals showed evidence of varying levels of understanding, the effective use of journals as a communication tool, and differences in statement types depending on journal audience and content materials used. The MUSIC Model Inventory (Jones, 2009) used to assess perceptions of motivational constructs related to use of dialogue journals in social studies lessons yielded positive results for all constructs measured. Therefore, the results of the study including word count findings, qualitative journal analysis, and observational files clearly showed evidence of dialogue journals being a motivating way of having students express their understandings of content-based texts.Ph. D.
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Nichols, Edward Gerard. "Children Authoring Themselves:Young Children's Negotiation of Authority within Dialogue Journals." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/194191.
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This dissertation is a teacher research study of the ways that young children author themselves by negotiating teacher authority in the context of their dialogue journals. The study detailed herein attempts to discover some of the ways in which young children negotiate teacher authority within the context of a dialogue journal.I collaborated with four second grade students in my multiage classroom who agreed to allow me to analyze the entries in their dialogue journals. We engaged in written dialogue in the context of their journals over two years, from when they were first graders in my multiage class until they left my class at the end of second grade.As a participant observer I used a form of discourse analysis called textual analysis, as mediated by Deborah Tannen's (2005, 2007) work in conversational analysis to unpack the negotiation of teacher authority revealed by the written interactions that took place in the context of the dialogue journals. This study explores the role that the children's personalities, textual competence and relationship with me as their teacher played in shaping their willingness and ability to negotiate teacher authority. It also explores the role my attitudes and actions had in fostering or hindering that negotiation.Implications include the use of ethnographic portraiture to establish context in teacher research, the importance of establishing routines that foster independence in classroom assignments, creating an atmosphere that encourages ownership of the activity in question, the necessity for the teacher to interact with the students in ways that allow them to control the conversation in their dialogue journals, and the importance of periodically reviewing the entire journals to counteract the myopic effect of reading only one journal entry per day. This last is important because when reading only one journal entry at a time it is possible to misinterpret the students' intent, lose sight of context or misinterpret the extent to which the students are engaged in writing in their dialogue journals.
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Veltri, Mildred Middlemiss. "An exploration of developmental reciprocal communication in the dialogue journals of third graders." Diss., Virginia Tech, 1991. http://hdl.handle.net/10919/39961.
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Tibúrcio, Regina Rocha Reynaldo. "Dialog journal writing: a study on the effects of (in) direct corrective feedback." reponame:Repositório Institucional da UNISUL, 2012. http://www.riuni.unisul.br/handle/12345/482.
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Previous issue date: 2012Correção de erro, tratamento de erro e resposta corretiva tem sido assuntos de discussão na área de aprendizagem de segunda língua e língua estrangeira, por isso este estudo tem por objetivo examinar a eficácia de dois tipos de resposta corretiva, firmando-se em conhecimentos teóricos com base em recentes pesquisas nesta área de conhecimento. Este estudo investigou os resultados da correção direta e indireta bem como as implicações destes resultados nos apontamentos dos diários dialogados (DJW) de estudantes universitários de inglês como língua estrangeira através da incidência de erros em: (a) omissão de sujeito, (b) ordem dos adjetivos, e (c) pronome adjetivo possessivo. Os participantes eram 19 estudantes matriculados em um curso de Letras em uma universidade brasileira no sul do estado de Santa Catarina, aleatoriamente designados em três grupos de tratamento: (1) grupo de resposta corretiva direta (DCFG), (2) grupo de resposta corretiva indireta (ICFG), e (3) o grupo especial (SG: SG-DCF e SG-ICF)). O DCFG recebeu resposta corretiva direta em seus apontamentos dos diários dialogados; o ICFG recebeu resposta corretiva indireta. O Grupo Especial recebeu ambos os tipos de respostas corretivas. Os resultados deste estudo indicam que os grupos que receberam resposta corretiva direta atingiram uma incidência de erros superior ao grupo que recebeu resposta corretiva indireta. O ICFG atingiu uma incidência de erros significativamente inferior. Estes resultados apontam para a asserção de que a resposta corretiva indireta suplanta a resposta corretiva direta ao proporcionar aos estudantes a oportunidade de refletir a respeito de seus próprios erros tanto quanto sobre a estrutura da língua-alvo, de escrever livremente e diminuir a incidência de erros na escrita, facilitando a aprendizagem de conteúdo e da língua.
Error correction, error treatment and corrective feedback have been at issue in second and foreign language learning. Hence, the objective of the present study is to examine the effectiveness of two types of corrective feedback, grounding its basis on theoretical backgrounds together with recent research in this field of knowledge. This study investigated the results of direct and indirect corrective feedback on English-as-a-Foreign-Language (EFL) undergraduate students' Dialogue Journal Writing (DJW) entries through the incidence of errors on Subject Omission, Adjective Order, and Possessive Adjective Pronoun misuse in addition to the implications of these results in the learners. writing performance. Subjects were 19 students enrolled in an English . Portuguese Languages and Literature undergraduate program at a Brazilian university in the southern of Santa Catarina state, randomly assigned to three treatment groups: (1) Direct Corrective feedback group (DCFG), (2) Indirect Corrective Feedback Group (ICFG), and (3) the Special Group (SG: SG-DCF and SG-ICF). The DCFG received direct corrective feedback on their DJW entries; the ICFG received indirect corrective feedback. The Special Group received both kinds of corrective feedback. The results of this study show that the groups who received direct corrective feedback scored higher on the error incidences; however the group who received indirect corrective feedback scored significantly lower on the errors incidence. These results appear to support the claim that the indirect corrective feedback supplants direct corrective feedback by giving students an opportunity to reflect on their own errors as well as on the target language structure, to write freely, and to decrease the incidence of errors on their writing, facilitating language and content learning.
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Hsia, Yen-Wei, and 夏彥緯. "Apply Peer-Responded-Dialogue Journal to Senior High School EFL Writing." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/55660084345531891090.
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碩士國立中正大學
英語教學研究所
103
This thesis aims to investigate the effect of peer-responded-dialogue-journal writing and examine how EFL senior high school students perceived the enhancement on their learning condition and English writing ability. The participants of this study were one advanced class of 40 eleventh-graders of Science and Engineering in central Taiwan. Sources of data were collected by gathering students’ compositions of pre- and post-tests, three cycles’ peer-responded-dialogue-journal writings, questionnaire, and the recording of semi-structured interview. Data analyses procedures included: (1) t-test for analyzing students’ writing tests, (2) peer feedback categorization for the three cycles’ peer-responded-dialogue-journal writings, (3) ratio calculation for the responses of Likert-scale Questionnaire, and (4) content analysis of the transcription for the responses of semi-structured interview. Results revealed that: (1) To write peer-responded-dialogue journals with classmates can offer students more chances to do deepgoing talk and share their perspectives about the specific issue and the personal experiences with each other, (2) through providing and receiving these peer feedback in this writing activity, students’ writing performance in terms of content, organization, grammar, vocabulary, and mechanics was improved significantly. Especially, their grammatical skills were improved much more than other items, and (3) nearly 70% students had the positive attitude to this writing activity. The study makes contribution to a better understanding about the influence of peer-responded-dialogue-journal writing on students’ English writing. Moreover, the difficulties that students face are indeed serious problems, the authorities concerned have to fix and some relevant suggestions should be proposed. It is hoped that such a study would help both students and teachers have a better comprehension of this writing activity and draw much more attention to the importance of writing ability’s enhancement. Also, the relevant authorities and other researchers can refer to these findings in this study when they implement language education reforms or conduct related studies.
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LI, GRETA HUI-TING, and 李惠珽. "The Effects of Dialogue Journal Writing on Writing Motivation: A Case Study of EFL Adult Learners." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/pkvda3.
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碩士東海大學
外國語文學系
106
The present study investigated the effects of Dialogue Journal Writing (DJW) on adult EFL learners’ writing motivation in English. It was designed to explore (1) how DJW influenced adult EFL learners’ writing motivation, (2) how teacher feedback in DJs influenced their writing motivation, and (3) what their perceptions of DJW were. To achieve the purpose, the experimental study recruited eight adult learners who participated in a twelve-week reading club organized by the researcher. They read an article about traveling and wrote two dialogue journal entries every week. Line, a social network application, was used as a tool for exchanging and responding to dialogue journals. Before participating in the project, they filled out background information questionnaires about their English learning histories and attitudes towards English learning and writing. Then, each of them was interviewed by the instructor-researcher during the first, the sixth, and the final weeks of the DJW project. All the semi-structured interviews were audio-taped and transcribed. The participants’ responses acquired from the interviews and the background information questionnaires were analyzed and cross-compared in order to see the changes of their writing motivation. A thematic analysis was performed on the interview data. The present study found that DJW enhanced most adult learners’ writing motivation. They were motivated to write in English because the DJW project offered them more opportunities to improve and practice English. They also reported that the target language input offered in teacher feedback and the questions based on the content of DJs enhanced their motivation to write more. In addition, keeping DJs on Line had positive influences on their writing motivation because it allowed them to receive and respond to teacher feedback immediately. Finally, all of the participants held favorable attitudes toward DJW because they perceived DJW as a way of improving their English proficiency and making them practice writing regularly.
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Feiwen, Chan, and 詹斐文. "Effects of Dialogue Journal Writing on the Writing Fluency of EFL Junior High School Students in Taiwan." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/91379204169282689492.
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碩士東海大學
外國語文學系
93
ABSTRACT This study qualitatively and quantitatively investigated the effects of dialogue journal writing on EFL junior high school students’ writing fluency, and their responses to the writing prompts assigned by the teacher-researcher. In addition, junior high school students’ attitudes towards dialogue journal writing and its effects on their writing fluency were also examined. Thirty-eight third-year students of a junior high school in Taiwan participated in this study. The participants were divided into the experimental group and the control group according to the students’ seat numbers. The odd-number students were in the experimental group, and the even-number students were in the control group. Both groups were of similar levels of English proficiency. These two groups both received the formal junior high school English instruction; however, only the experimental group practiced dialogue journal writing for ten weeks. This dialogue journal writing project was conducted from August 15, 2004 to November 5, 2004. All of the thirty-eight participants took the pre-tests before the implementation of dialogue journal writing to confirm that the two groups had a similar level of writing fluency. In the pre-tests, the students wrote a journal entry based on the writing prompt offered by the teacher-researcher. The students in the experimental group had to write dialogue journals twice a week for ten weeks. After the dialogue journal training, all of the thirty-eight students took the post-tests. The writing prompt of the post-tests was the same as the pre-test. Finally, the students in the experimental group completed a questionnaire about their attitudes towards dialogue journal writing and its effects. The pre-tests and post-tests were analyzed in terms of the length of the journal entries, clause length, and T-unit length to find out if dialogue journal writing improved students’ writing fluency. The software package SPSS 10.0 for Windows was adopted for the quantitative analysis in this study. The significance decision level was set at a < .05 for all statistical significance testing. In addition, a descriptive analysis of the questionnaire was conducted to examine the participants’ attitudes towards dialogue journal writing and its effects on students’ writing fluency. The major findings of the study are summarized as follows. First, dialogue journal writing helps EFL junior high school students improve their writing fluency in terms of increased length of the entries, clause length and T-unit length. Second, in writing dialogue journals, students seem to prefer to write dialogue journals on assigned topics rather than on topics of their own choosing mainly because the design of the writing prompts is helpful. Third, a majority of the students had positive attitudes towards dialogue journal writing and its effects on their writing fluency. They reported that they had benefited from the dialogue journal writing project, especially in writing fluency.
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Hsu, Ray-rong, and 許瑞容. "A Study of the Effects of Dialogue Journal Writing and Guided Writing on Taiwanese High School Students' Writing Proficiency and Writing Apprehension." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/08957428453081300477.
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碩士國立臺灣師範大學
英語學系
95
The purpose of this study was to investigate the effects of dialogue journal writing and guided writing on the writing proficiency and writing apprehension of EFL senior high school students in Taiwan. The study lasted for 16 weeks and included two classes of first-year senior high school students in National Kangshan Senior High School in Kaohsiung County. One class, designated as the dialogue journal group, was engaged in a dialogue journal writing activity; the other class, designated as the guided writing group, received explicit instruction on organization and wrote compositions by imitating the organization of the model texts. All the participants took a writing pre-test and a post-test. Besides, they responded to a background information questionnaire and a pre-Second Language Writing Apprehension Tests at the beginning of the study, and completed a post-Second Language Writing Apprehension Test and an evaluation questionnaire at the end of the study. The results showed that both groups improved significantly in their writing proficiency. No significant difference was found in the improvement of the participants’ writing performance between the two groups, but the guided writing group’s progress was bigger than that of the dialogue journal group. Both groups’ writing apprehension also decreased at the end of the study. However, the dialogue journal writing was found significantly more effective in reducing students’ writing apprehension. Since both dialogue journal writing and guided writing were able to help improve students’ writing proficiency and reduce their writing apprehension, it was recommended that EFL writing teachers implement these two writing practices based on students’ needs and the course objectives in their English courses.
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Chen, Yi-ming, and 陳益明. "Dialogue Journal Writing as Communication: A Descriptive Study of a Junior-High-School Class." Thesis, 1996. http://ndltd.ncl.edu.tw/handle/41026180690460790107.
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Sheng-En, Chang, and 張聖恩. "Teaching and Learning English through Dialogue Journal: The Impact of Paper- and Electronic-based Journals on the Writing Quality Improvement of EFL University Freshmen." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/00206366885801864122.
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博士淡江大學
英文學系博士班
99
This study aims to investigate the impacts of paper and electronic “dialogue journals” on Taiwanese university students’ writing quality improvement. The popularity of dialogue journal writing has gradually risen in recent years, with past studies mostly focusing on an EFL setting, relatively young learners, small-scale cases, or grammar correction. So it is valuable for teachers to examine its role in Taiwan’s university English education. This study was conducted in the Academic Year 2009-2010. The participants were 80 freshmen from two “Freshman English” courses at a private university in Taipei City. They were divided into two experimental groups (“Paper-based” group and “E-mail” group) and one control group (“Non-journal” group). All the journal writers had to compose 24 entries throughout the academic year-long project. For qualitative analysis, the researcher studied their entries through content analysis, questionnaire survey, and interview to search for similarities and differences. For quantitative analysis, statistical significance tests on their writing test scores were calculated through SPSS (t-test & ANOVA). The researcher also measured their writing improvement and anxiety change through ESL Composition Profile, T-unit Analysis, two anxiety scales, and a questionnaire survey. After a year of practice, the study results showed that: (a) The writers’ GEPT scores slightly improved, and their writing quality significantly improved in terms of “Content” and “Organization.” (b) The “Paper-based” group outperformed the other groups and had better participation and writing attitudes. (c) Paper and online journal writers’ “somatic anxiety” and online journal writers’ test anxiety slightly reduced. (c) Such practice successfully increased the writers’ weekly practice volume as well as opportunity for functional language use. The results prove that such practice is able to improve Taiwanese university freshmen’s overall writing scores slightly and certain writing qualities significantly. The researcher recommends it as an extracurricular activity to enhance regular instruction. However, the length of each entry should not be too long, and topic selection should be more flexible, so as not to increase teachers’ and students’ burden or even cause a negative reaction.
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Wu, I.-Ching, and 吳怡青. "EFFECTS OF A DIARY ENTRY READING AND DIALOGUE JOURNAL WRITING PROJECT ON ENGLISH LEARNING FOR NINTH GRADERS IN TAIWAN." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/11554173730584997778.
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Yang, Hui-Han, and 楊蕙韓. "EFFECTS OF PROBLEM-POSING DIALOGUE JOURNAL WRITING ON PROBLEM-POSING SKILLS, AUDIENCE AWARENESS, AND PEER RESPONSE OF EFL SENIOR HIGH STUDENTS." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/03805072808526853063.
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碩士高雄師範大學
英語學系
97
The purpose of the study is to investigate the effects of problem-posing dialogue journal writing (PPDJW) on high school students’ problem-posing skills, audience awareness, and peer response. The students’ self-perceptions of problem-posing skills and audience awareness were probed. In addition, students’ problem-posing skills and audience awareness in writing PPDJW were examined. Also, students’ perspectives on peer response and their types of response on partners’ PPDJW were explored. Finally, students’ reflections on the PPDJW Project were revealed. The present study, which involved 70 10th graders who were from The Affiliated Senior High School of National Kaohsiung Normal University, lasted for 14 weeks. The writing prompts were adopted from advice columns, and were divided into four themes which proposed some problems students are likely to encounter in their daily life. Each theme was conducted for two weeks. Students had to figure out solutions to the problem as their PPDJW every week. Moreover, they needed to write down their own problems on the basis of each theme, and hand in to the teacher the next week. All of the students’ PPDJW were responded by their partners. In addition to writing PPDJW, students had to take pretests, posttests, pre-questionnaires, and post-questionnaires before or after the PPDJW Project. Also, eight students participated in the follow-up interview. The collected data were analyzed either qualitatively or quantitatively. The findings of this study are summarized as follows. First, the PPDJW Project was effective in enhancing students’ problem-posing skills. Students not only learned the procedures of problem-posing, but also applied them in their writing. The findings showed significant improvement in their Problem Identification, Organization and Expression, and Solutions to the Problem in PPDJW. Second, the PPDJW Project was beneficial in raising students’ audience awareness. Students realized the importance of considering their audience. Also, significant differences were found in students’ Salutation and Closing as well as Vocabulary and Language patterns in PPDJW. Third, in the process of writing PPDJW, students acquired various viewpoints, and they detected others’ writing strengths and weaknesses. Additionally, students used this opportunity to practice writing and attempted to express themselves clearer. Fourth, students frequently proposed Compliment and Agreement response in in-class PPDJW, whereas they used Personalizing and Gratitude very often when responding on take-home PPDJW. Students’ responses also altered as their partners become writing more fluently. Besides, students disliked receiving vague or meaningless responses. Last, most of the students regarded the PPDJW Project as communicative and meaningful. However, some of them had negative feedback about take-home PPDJW and the effects of PPDJW in improving their language use. According to the results of the study, the researcher proposed four pedagogical implications for English teachers who want to apply PPDJW in their classroom. First, English writing teachers can apply PPDJW to enhance students’ problem-posing skills. Second, English writing teachers can employ PPDJW to raise students’ audience awareness. Third, English writing teachers can implement PPDJW to assist students in becoming proficient readers and writers. Last, English writing teachers can consider teaching language issues especially when applying PPDJW in Taiwan high school classroom.
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English, Sarah Collard. "The use of dialogic electronic journal writing to develop students' understanding of chemical bonding." 2006. http://proquest.umi.com/pqdweb?did=1147196591&sid=4&Fmt=2&clientId=39334&RQT=309&VName=PQD.
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Thesis (Ph.D.)--State University of New York at Buffalo, 2006.Title from PDF title page (viewed on Oct. 24, 2006) Available through UMI ProQuest Digital Dissertations. Thesis adviser: Liu, Xiufeng. Includes bibliographical references.
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Bonnie, Wang. "A Study of the Effects of Student-teacher Dialogue Journals on EFL Writing in High Schools in Taiwan." 2003. http://www.cetd.com.tw/ec/thesisdetail.aspx?etdun=U0021-2603200719133937.
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Wang, Bonnie, and 王心漪. "A Study of the Effects of Student-teacher Dialogue Journals on EFL Writing in High Schools in Taiwan." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/05810959268260793706.
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碩士國立臺灣師範大學
英語研究所
92
This study examines the effects of student-teacher dialogue journal writing on the writing skills of EFL senior high school students in Taiwan. Dialogue journal writing seeks to promote written fluency and writing ability by allowing students to write freely on topics of their choice. Spelling and form are not marked or graded. The subjects in the study were 41 Neili Senior High School students from one class. They took part in a dialogue journal writing activity from September 2002 to December 2002. The differences in students’ written fluency, before and after the activity, were analyzed in terms of the t-test results of three elements: word count, the time students spent on their journals, and the syntactic maturity of their writing; in addition, the Daly-Miller Writing Apprehension Test (1995a) was applied for analysis of the students’ first two and last two journal entries. The differences in the students’ writing ability were also analyzed with respect to their use of various language functions. The findings of this study reveal that dialogue journal writing helps students improve their written fluency in terms of increased word count, decreased amount of time spent on writing, and a decrease in apprehensive feelings about writing in English. The students’ writing ability also improved with respect to the use of a greater variety of language functions. It was also found that nearly all the students held a positive attitude toward the dialogue journal writing activity. Based on the findings, the researcher suggests that EFL teachers provide students with chances to experiment with diverse forms of writing. Asking students to write dialogue journals is a good way to achieve such diversity. When using dialogue journals, EFL teachers should respond to their students as individuals and tailor their journal responses accordingly.
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Moate, J., and Paul W. Sullivan. "The moral journey of learning a pedagogy: a qualitative exploration of student–teachers’ formal and informal writing of dialogic pedagogy." 2015. http://hdl.handle.net/10454/9987.
Full textAbstract:
YesStudents of education encounter a range of pedagogies yet how future teachers’ appropriate moral principles are little understood. We conducted an investigation into this process with 10 international students of education attending an intensive course on ‘dialogic pedagogy’ in a university in Finland. The data comprising student learning journals and essays were coded for the level of questioning, acceptance and irreverence. In the findings, reverential acceptance was more frequent than questioning and irreverence; however, our qualitative analysis also found a large number of micro-transitions between questioning, acceptance and irreverence suggesting a dynamic interplay. Recognising this vacillation as part of a moral journey may support better understanding of what it means to engage with a different pedagogy.