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Journal articles on the topic 'Dialogue journal writing'

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Published: 4 June 2021
Last updated: 19 February 2022

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1

Helmie, Jauhar. "Implementation of Dialogue Journal in Teaching Writing Descriptive Text." IJET (Indonesian Journal of English Teaching) 8, no. 1 (July 24, 2019): 90–104. http://dx.doi.org/10.15642/ijet2.2019.8.1.90-104.

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Dialogue Journals Writing (DJW) or Written Dialogue Journals are written dialogues or conversations between students and teacher kept in a personal journal book over period of time on a particular topic preferred by both the students and the teacher (Peyton and Reed, 1990; cited from Collin (2003). This study explored the implementation of dialogue journal as media in teaching writing descriptive text. The subjects of this study were students at Eleventh Grade of vocational high school. This study is qualitative case study which conducted in three meetings. The data were obtained from classroom observations, documentations from the learners and questionnaire. The result of document analysis showed that the students’ writing was poor. It can be seen from the students’ writing performance which was analyzed based on the writing indicator by Brown and Abeywiakram (2010). However, from the students’ dialogue showed that the students could understand the content of their friends’ writing. Also from the students’ dialogue, they could express their feelings toward their friends’ writing. While the result of classroom observation showed that the implementing of DJW brought new atmosphere for the students during learning activity. They could enjoy the learning while writing descriptive text through DJW. Meanwhile the result of questionnaire showed that students gave positive response toward implementing DJW. As the suggestions, the use of Dialogue Journal can be solution for the students who lack of practice writing. Moreover, it can build their writing habit. Thus, the teacher can use Dialogue Journal in learning activity.
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2

McGettigan, Kathy. "DIALOGUE JOURNAL: AN INITIATION INTO WRITING." Reading & Writing Quarterly 3, no. 4 (1987): 321–32. http://dx.doi.org/10.1080/0748763870030406.

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3

Dabbagh, Ali. "The Effect of Dialogue Journal Writing on EFL Learners' Descriptive Writing Performance: A Quantitative Study." International Journal of Applied Linguistics and English Literature 6, no. 3 (March 1, 2017): 71. http://dx.doi.org/10.7575/aiac.ijalel.v.6n.3p.71.

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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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Hapsari, Yunita Widya, Gunarso Susilohadi, and Dwi Elyono. "Using Dialogue Journal to Improve Students’ Writing Proficiencies." English Education 6, no. 3 (May 29, 2018): 379. http://dx.doi.org/10.20961/eed.v6i3.35904.

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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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Rana, Lal Bahadur. "The Use of Dialogue Journals in an ESL Writing Class from Vygotskyan Perspective." Journal of NELTA Surkhet 5 (April 1, 2018): 1–14. http://dx.doi.org/10.3126/jns.v5i0.19481.

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Dialogue journal writing is a way of communicating with the learners through constant written communication over a specified period. Since the teachers who use the dialogue journals do not require their students to be grammatically accurate in their expressions while they are writing journals, the students build their self-confidence. Consequently, they can increase their writing fluency, which ultimately leads to not only the development of writing but also overall language proficiency of the language they are learning. More importantly, it develops learners’ theoretical thinking as they are involved in dialogic discussions through written interactive communications. It is because as per Vygotskyan theory of human development human beings are constantly engaged in interpersonal as well as intrapersonal communications, which expand learners’ zones of proximal development.Journal of NELTA Surkhet Vol. 5 January, 2018, Page: 1-14
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6

Hapsari, Christianti Tri, Riyadi Santosa, and Abdul Asib. "Dialogue Journal: Exploring Its Use to Teach Writing." International Journal of Multicultural and Multireligious Understanding 5, no. 4 (May 6, 2018): 184. http://dx.doi.org/10.18415/ijmmu.v5i4.196.

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The main objective of this research is to analyze the use of dialogue journal to teach writing. This case study research was conducted at one of senior high school in Cianjur. The research purposively sampling twenty students of grade XI. In order to collect the data, I used three techniques of data collection namely interview, observation, and document analysis.The research findings revealed that: (1) The reasons behind the implementation of dialogue journal were because the teacher wanted to give students opportunity to fulfill the need of reflection and expressing ideas while the belief relied on the standpoint to give non-threatening atmosphere for students to freely express themselves and to give opportunities for teacher to observe students’ progress and their personal background. The procedure of dialogue journal was done five up to seven minutes which involved three parts, those were greeting/ salutation, body, and closing. While, the learning situation was positive in the case of interaction, attitude, and motivation. Students’ responses were classified into open-ended responses which displayed students’ positive thought, feeling, and reaction because they had experienced many advantages in doing dialogue journal as well as silence which indicated the moment when the students reduced interaction to only center their attention in writing dialogue journal; (2) Teacher’s difficulties in doing dialogue journal were managing time to handle with students’ dialogue journal overload and responding to super active students. Whereas, students’ difficulties in doing dialogue journal were writing in limited time, finding suitable vocabulary, using correct grammar, and responding as well as giving suggestions to the questions given by the teacher; and (3) To cope with such difficulties, the teacher should manage a schedule to be able to correct students’ work and respond to the students’ questions. Furthermore, students’ difficulties in doing dialogue journal could be solved by giving more language skills input, doing peer correction, and encouraging autonomous learning.Keywords: Dialogue Journal, Use, Teach Writing.
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7

Fatoni, Mohammad. "AN ANALYSIS OF DIRECTED DIALOGUE JOURNAL TO IMPROVE WRITING SKILL ON NEWS ITEMS TEXTS FOR INDONESIAN EFL UNIVERSITY STUDENTS." Jurnal Pendidikan Edutama 6, no. 1 (January 23, 2019): 1. http://dx.doi.org/10.30734/jpe.v6i1.345.

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Abstract: This study aims to analyze the directed dialogue journal on news items texts for Indonesian EFL University Students in term of (1) the students’ problems in using directed dialogue journal (2) how the students’ writing after using directed dialogue journal. This research used classroom action research method. Analysis of the problems in using directed dialogue journal on news item texts was analyzed descriptively and the university students’ news items writings were analyzed in all components of writing. Results of the analysis reveals that the problems in using directed dialogue journals were lack of time and idea to response the comments. However, the lecturer were able to overcome those problems by planning what he did in the lesson plan efficiently and training how to response the comments in the written conversation to improve their writing. In successions overall, there was significant improvement on the students class mastery of final draft from the first to third cycles. They were 38.5%, 65%, 92%. Content was the writing component that improves significantly in this research. It means that directed dialogue journal on news items texts was able to improve the students writing skill when the problems were identified and solved. Keywords: directed dialogue journal, news items texts, writing components Abstrak: Penelitian ini bertujuan untuk menganalisis dialog jurnal terarah pada penulisan teks berita yang ditujukan untuk mahasiswa Indonesia yang menggunakan bahasa inggris sebagai bahasa asing dalam hal (1) permasalahan yang mahasiswa hadapi dalam menggunakan dialog jurnal terarah dan (2) bagaimana tulisan mahasiswa setelah menggunakan dialog jurnal terarah. Penelitian ini menggunakan metode penelitian tindakan kelas. Masalah dalam menerapkan dialog jurnal terarah pada teks berita berita dianalisis secara deskriptif dan semua komponen teks tulis berita mahasiswa dianalisis. Hasil analisis mengungkapkan bahwa masalah dalam melaksanakan dialog jurnal terarah adalah kurangnya waktu dan ide untuk merespon komentar yang diberikan. Namun, dosen mampu mengatasi masalah tersebut dengan merencanakan apa yang dia lakukan dalam rencana pengajaran secara efisien dan melatih bagaimana merespon komentar dalam percakapan tertulis untuk meningkatkan tulisan mereka. Secara berturut-turut, ada peningkatan yang signifikan pada penguasaan kemampuan menulis pada draf akhir dari siklus pertama hingga ketiga sebesar 38,5%, 65%, 92%. Isi merupakan komponen tulisan yang meningkat secara signifikan dalam penelitian ini. Hal ini menunjukkan pengunaan dialog jurnal terarah pada materi teks berita dapat meningkatkan keterampilan menulis mahasiswa ketika permasalahannya diidentifikasi dan dipecahkan. Kata kunci: dialog jurnal terarah, teks berita, komponen tulisan.
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8

Mukti, Ali. "THE EFFECTIVENESS OF DIALOGUE JOURNALS IN IMPROVING THE SKILL IN WRITING NARRATIVE TEXTS." IJEE (Indonesian Journal of English Education) 3, no. 1 (June 28, 2016): 1–14. http://dx.doi.org/10.15408/ijee.v3i1.3444.

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ABSTRACT This study was conducted to investigate the effectiveness of dialogue journals technique in improving students’ skill in writing narrative texts. The subjects were the year-12 of IPA students of MAN 3 Malang in the academic year 2008-2009. This study involved two intact groups of students. The experimental group was given weekly journal writing, while the control group followed the regular writing. At the end of the treatment, a writing test on narrative was assigned and the students’ works were scored using ESL Composition Profile. The result of analysis using ANCOVA indicated that not all of the mean score of writing components of the two groups were significantly different. However, the mean score of holistic aspects was significantly different. Besides, students’ responses showed a positive evaluation on the implementation of dialogue journals technique. ABSTRAK Penelitian ini dilakukan untuk meneliti keefektifan teknik dialogue journal dalam meningkatkan keterampilan siswa menulis teks naratif. Subyek penelitian ini adalah siswa kelas XII IPA MAN 3 Malang tahun pelajaran 2008-2009. Penelitian ini melibatkan dua kelompok siswa. Kelompok eksperimen diminta untuk menulis dan mengumpulkan jurnal tiap pekan sementara kelompok control tetap mengikuti pelajaran menulis seperti biasa. Pada akhir perlakuan, kedua kelompok siswa diminta menulis teks naratif yang kemudian dinilai menggunakan ESL Composition Profile. Setelah dianalisa menggunakan ANCOVA, hasilnya menunjukkan bahwa tidak semua nilai rerata dari tiap komponen menulis kedua kelompok berbeda secara signifikan. Akan tetapi, nilai rerata aspek secara keseluruhan berbeda secara signifikan. Disamping itu, siswa menanggapi positif terhadap penggunaan teknik dialogue journal. How to Cite: Mukti, A. (2016). The Effectiveness of Dialogue Journals in Improving the Skill in Writing Narrative Texts. IJEE (Indonesian Journal of English Education), 3(1), 1-14 doi:10.15408/ijee.v3i1.3444 Permalink/DOI: http://dx.doi.org/10.15408/ijee.v3i1.3444
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9

Burniske, R. W. "Creating Dialogue: Teacher Response to Journal Writing." English Journal 83, no. 4 (April 1994): 84. http://dx.doi.org/10.2307/821093.

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Ritchie, Mary Ann. "Faculty and Student Dialogue Through Journal Writing." Journal for Specialists in Pediatric Nursing 8, no. 1 (January 2003): 5–12. http://dx.doi.org/10.1111/j.1744-6155.2003.tb00178.x.

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소지연 and Kyung-Ae Cha. "Korean learners’ writing development through e-based dialogue journal writing." Studies in Foreign Language Education 30, no. 2 (August 2016): 135–66. http://dx.doi.org/10.16933/sfle.2016.30.2.135.

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12

Valizadeh, Mohammadreza. "Dialogue Journal Writing: Effects on the Quality of EFL learners’ Descriptive Writing." Shanlax International Journal of Education 9, S1-May (May 10, 2021): 26–32. http://dx.doi.org/10.34293/education.v9is1-may.3996.

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This study investigated the effect of dialogue journal writing on descriptive writing performance of English as Foreign Language (EFL) learners in Turkey. Participants were 53 EFL upper-intermediate learners who were selected based on their performance on Oxford Quick Placement Test and assigned randomly to experimental and control groups. Whereas the members in the control group participated in descriptive writing pre and post-tests only, the participants in the experimental group were required to write two journals a week for one month (four weeks) in the period between the pre- and post-tests. The teacher-researcher only tried to model the correct usage of the error in her responses, but did not explicitly correct the errors or did not provide any type of explicit feedback. Results of independent sample t-test showed a significant difference between the experimental and control group regarding the overall descriptive writing performance.
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13

Al Kayed, Murad, Majd Alkayid, and Mohareb Ali Alsmadi. "THE IMPACT OF DIALOGUE JOURNAL WRITING ON THE WRITING SKILLS OF JORDANIAN EFL LEARNERS AND THEIR ATTITUDES TOWARDS WRITING." Humanities & Social Sciences Reviews 8, no. 4 (August 25, 2020): 569–76. http://dx.doi.org/10.18510/hssr.2020.8456.

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Purpose of the study: The purpose of this study is to investigate the impact of dialogue journal writing (DJW) on learning the vocabulary, organization, and grammar of English. It also explores the impact of DJW on the attitudes of students towards writing in English. Methodology: The sample of the study consists of 50 undergraduate Jordanian students divided equally into an experimental and control group. The control group was given traditional writing instruction while the experimental group was taught using dialogue journal writing. The study used a pre and post-test to investigate the impact of DJW on writing skills, while a questionnaire was used to unveil the attitudes of students to writing. Main Findings: The results of the research revealed that the vocabulary, organization, and grammar learned by the experimental group were significantly improved (p<0.05) compared to the control group. The study also found out that students taught using DJW developed positive attitudes towards writing better than students exposed only to conventional teaching methods of writing. Applications of this study: The present study is beneficial in providing teachers of English as a foreign language with new methods to teach writing skills. Novelty/Originality of this study: The current study is significant since the impact of dialogue journals on writing is under-researched in the Jordanian context.
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Oh, Nayeon. "Dialogue Journal Writing: a Case Study for Learner-Centered Writing Classes." Korean Association For Learner-Centered Curriculum And Instruction 18, no. 18 (September 30, 2018): 245–64. http://dx.doi.org/10.22251/jlcci.2018.18.18.245.

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Kobra, Seiflou, and Hashemnezhad Hossein. "A Comparative Study of the Effect of Portfolio and Dialogue Journal Assessment on Iranian EFL Learners' Writing Performance." Journal of Language Teaching and Research 9, no. 2 (March 1, 2018): 408. http://dx.doi.org/10.17507/jltr.0902.25.

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The aim of the present quasi-experimental study is to investigate the effect of dialogue journal assessment and portfolio assessment on Iranian EFL learners’ writing performance. To do this, 90 intermediate EFL students from 150 students in Omid –Mofid English Language institute in Khoy were non-randomly chosen. They were male and female (58 females and 32 males) and their age range is between 20-32. Then they were randomly divided into three groups of 30: a control group receiving only the routine instruction, and two experimental groups receiving portfolio and dialogue journal, respectively. Topic based paragraph writing as pretest and posttest were given to the participants of three groups to detect their writing ability at the beginning and at end of study. The result of the study showed that portfolio assessment group, the dialogue journal group and the control group performed significantly different on the post test. Students in portfolio assessment group outperformed than the student in dialogue journal group and performance of dialogue journal group was better than control group in their writing performance. Finally, some implications are provided for EFL teachers, learners, and syllabus designers.
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Dixon-Krauss, Lisbeth A. "Partner Reading and Writing: Peer Social Dialogue and the Zone of Proximal Development." Journal of Reading Behavior 27, no. 1 (March 1995): 45–63. http://dx.doi.org/10.1080/10862969509547868.

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This classroom action research study investigated Vygotsky's concept of the zone of proximal development using peer social dialogue integrated with teacher support to develop children's reading, writing, and abstract thinking in story reflection and sense of audience. Twenty-four first and second graders were paired for a 6-week partner reading and writing activity to provide peer social dialogue through partner storybook reading, discussion, and dialogue journal writing. A class mini-lesson on verbal story reflection added teacher support to the partner instructional activity. Data sources included student evaluations of their own classroom literacy performance and preferences, observational notes collected during the partner sessions, and students' dialogue journal entries. Students showed the most improvement in word recognition, minimal improvement in fluency, accurate evaluations of their own reading progress, and felt more positive about reading aloud. Students' journal entry writing progressed from copying their partners' statements to printed conversations about their stories. Teacher support influenced students' written dialogue and the strategies they used to share text meaning in verbal dialogue.
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Puengpipattrakul, Walaipun. "The Use of Journals to Develop Grammatical Accuracy in Writing." MANUSYA 12, no. 2 (2009): 90–108. http://dx.doi.org/10.1163/26659077-01202006.

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The researcher proposes, in this paper, her action research with a quasi quantitative and qualitative design, to provide some important insights into the use of journal writing as a means to improve grammatical accuracy of first-year university Thai undergraduates with no prior exposure to journal writing in English. The data on the undergraduates’ grammatical accuracy were analyzed through their journal entries covering both dialogue-journaling and process-writing entries, while their opinions of journal entries and grammatical accuracy were obtained through their dialogue journaling entries and interview responses. Findings are discussed, and recommendations for future research are made. It is also hoped that journal writing can be another useful learning activity and a teaching alternative to enhance EFL undergraduates’ grammatical accuracy in English.
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Rigg, Pat, Joy Kreeft Peyton, and Jana Staton. "Writing Our Lives: Reflections on Dialogue Journal Writing with Adults Learning English." TESOL Quarterly 27, no. 3 (1993): 579. http://dx.doi.org/10.2307/3587498.

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Belcher, Diane D., Joy Kreeft Peyton, and Jana Staton. "Writing Our Lives: Reflections on Dialogue Journal Writing with Adults Learning English." Modern Language Journal 77, no. 2 (1993): 237. http://dx.doi.org/10.2307/328957.

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Rueda, Robert S. "Characteristics of Teacher-Student Discourse in Computer-Based Dialogue Journals: A Descriptive Study." Learning Disability Quarterly 15, no. 3 (August 1992): 187–206. http://dx.doi.org/10.2307/1510243.

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Twenty-seven learning disabled students in grades four through six engaged in interactive journal writing with their teachers in seven resource rooms (special education pull-out programs). Dialogue journal writing took place by means of a microcomputer program, and was carried out over a two- to three-month period. Although journal writing requires a conversational style, the literature suggests this might be affected both by learning disabled students' social and communicative abilities and by teachers' predisposition to engage in evaluative, “recitation”-style interactions in the classroom. A variety of discourse features of the journals were analyzed. In general, students engaged appropriately in written interaction with their teachers, but the journals tended to be dominated by teachers. For example, teachers wrote more, asked more questions, and introduced more new topics, including more topics that led to extended sequences or topic chains. Analysis of teacher input suggested that teachers used more complex than simple questions, and both students and teachers responded to a relatively high proportion of each others' initiations. In addition, various examples showed that teachers were able to be more conversational and less “teacher-like” in their discourse: that is, they were able to use a more personal style than otherwise common in the classroom. Analysis of the journals suggested that when such conversational style occurred, the topics were maintained to a greater extent than when the discourse was of a more traditional nature.
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Kim, Na-Young. "Dialogue journal writing with a smart phone: Effects on EFL writing proficiency improvement." Studies in English Education 23, no. 2 (June 30, 2018): 423–46. http://dx.doi.org/10.22275/see.23.2.01.

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MacArthur, Charles A. "Word Processing with Speech Synthesis and Word Prediction: Effects on the Dialogue Journal Writing of Students with Learning Disabilities." Learning Disability Quarterly 21, no. 2 (May 1998): 151–66. http://dx.doi.org/10.2307/1511342.

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Five students, ages 9 and 10, with learning disabilities and severe writing problems wrote in dialogue journals to their teacher. They used a standard word processor during baseline phases and a word processor with speech synthesis and word prediction features during treatment phases. The special features had a strong effect on the legibility and spelling of written dialogue journal entries for four of the five students. During baseline, the writing of these four students ranged from 55% to 85% legible words and 42% to 75% correctly spelled words. All four increased their percentage of both legible and correctly spelled words into the 90–100% range.
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Choi, Seung Yeon, and Eun Young Sung. "Exploration on the Meaning of Child-Teacher Dialogue Journal Writing." Korean Journal of Childcare and Education 12, no. 2 (April 30, 2016): 143–65. http://dx.doi.org/10.14698/jkcce.2016.12.02.143.

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Noyan, Ebru, and Zeynep Kocoglu. "Developing EFL Writing Skills through WhatsApp Dialogue Journaling." Advances in Language and Literary Studies 10, no. 2 (April 30, 2019): 38. http://dx.doi.org/10.7575/aiac.alls.v.10n.2p.38.

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The present study attempts to explore the effects of WhatsApp and Pen/Paper dialogue journal writing techniques on university students’ writing performance. 45 freshmen students from Sociology department of State University in Turkey, participated in the current study forming three homogenous groups of 15, namely WhatsApp dialogue journaling (WDJ), pen/paper dialogue journaling (Pap DJW) and the control group. The experimental groups (WDJ and Pap DJW) received 12 treatment sessions expecting students to create dialogues through dialogue journaling while the control group had no treatment except weekly class requirements. Data were collected through a pre- and post-writing test administered to all groups and an open-ended questionnaire on attitudes administered just to the experimental groups. Paired-samples T-test and one-way analysis of variance (ANOVA) were conducted to determine the differences among the three groups while a content analysis was carried out to examine the attitudes. The findings related to the pre- and post-tests of all groups indicated a significant progress in overall writing production. When considering each of writing components separately; however, the differences between the pre and post tests revealed no improvement in vocabulary competence of WhatsApp group or organization skills of control group. On the other hand, pen and paper group students made a remarkable progress in all writing components. In addition, ANOVA results showed no significant difference among the groups regarding writing overall production or any component performance. Finally, both pen and paper and WhatsApp group indicated positive attitudes and a great desire towards utilizing dialogue journaling in EFL writing classes. This study will help teachers and learners of English and researchers to find out the efficacy of target writing techniques and thus make appropriate decisions concerning EFL learning.
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Rodliyah, Rojab Siti. "USING A FACEBOOK CLOSED GROUP TO IMPROVE EFL STUDENTS’ WRITING." TEFLIN Journal - A publication on the teaching and learning of English 27, no. 1 (March 14, 2016): 82. http://dx.doi.org/10.15639/teflinjournal.v27i1/82-100.

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This study investigates how social media, in this case Facebook, can be incorporated in ELT through e-dialogue journal writing shared in a Facebook closed group. Fifteen EFL students participated in this case study. They were second, third, and fourth year students of English Education Department of a university in Bandung, who voluntarily joined a Facebook closed group for about four months and contributed their journal entries. The content of the students’ journals and responses in this closed group were analyzed to identify the nature of the students’ journals, the patterns of interaction, and their responses to e-journaling through Facebook. The findings indicate that the students responded positively to this activity and perceived improvement in their writing especially in vocabulary and grammar. The power of learning and sharing from others is also emphasized.
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Yurekli, Aynur, and Anita Afacan. "Journal Writing: Effects on Students’ Writing Proficiency and Student and Teacher Attitudes." Register Journal 13, no. 1 (May 28, 2020): 1–48. http://dx.doi.org/10.18326/rgt.v13i1.1-48.

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In today’s world, writing is no longer a natural activity, especially for the younger generation. They look upon this activity as too complex, overwhelming and sometimes irrelevant. These attitudes are amplified when having to write in a second language. In EFL tertiary education, the expectations of academic achievement have become far greater than actual student capabilities. This study examined the possibility of using journal writing, both with and without an audience, as a way to address this issue. It is believed that by engaging students in the act of writing without the burden of an academic topic, it will indirectly impact students’ academic performance. Seventy-six undergraduate students in three groups (one control and two experimental) were involved. Data was collected in the form of pre-test and post-test writing, student focus group meetings and an interview with the instructor. From the study, it was found that dialogue journal writing with an audience contributed to an increase in the proficiency level of students, especially in terms of their organizational skills. In addition, students who undertook journal writing expressed gains in self-confidence, and were aware of the role of journal writing in this. Finally, journal writing was found to offer insight to the instructor with regard to what is happening under the surface of a class, and thus better address students’ needs. Keywords: EFL, academic writing, writing proficiency, journal writing
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Thevasigamoney, Anna Florence, and Melor Md Yunus. "A Glimpse into E-Mail Dialogue Journal Writing (EDJW) and Writing Anxiety among Gifted Learners." Procedia - Social and Behavioral Sciences 123 (March 2014): 266–71. http://dx.doi.org/10.1016/j.sbspro.2014.01.1423.

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Kluwin, Thomas N., and Arlene Blumenthal Kelly. "The Effectiveness of Dialogue Journal Writing in Improving the Writing Skills of Young Deaf Writers." American Annals of the Deaf 136, no. 3 (1991): 284–91. http://dx.doi.org/10.1353/aad.2012.0436.

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Konishi, Chiaki, and Sol Park. "Promoting Children’s Healthy Social-Emotional Growth: Dialogue Journal." Journal of Education and Learning 6, no. 2 (February 13, 2017): 246. http://dx.doi.org/10.5539/jel.v6n2p246.

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Dialogue journals are a form of writing in which a student and a teacher carry on a conversation over time. This paper addresses the benefits of using dialogue journals for promoting a positive social-emotional learning (SEL) environment for children in school settings. Educators and researchers have increasingly acknowledged the importance of SEL in schools, and the recognition has been gradually spread around the world in recent years. Despite the increased recognition of the importance of SEL, teachers often appear to feel unacquainted with tactics for promoting children’s social-emotional growth. We provide our readers with a theoretical and practical rationale behind the benefits in the framework of SEL. We also provide practical guidelines for the implementation of the dialogue journals in schools. Further, successful examples of the use of dialogue journals which we have drawn upon during classes in different countries are presented in order to help teachers promote the positive SEL environment for students at school.
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Salamah, Umi. "PEMBELAJARAN MENULIS KARYA ILMIAH BERBASIS DEEP DIALOGUE CRITICAL-CREATIVE THINKING (DDCCT)." JINoP (Jurnal Inovasi Pembelajaran) 4, no. 1 (May 30, 2018): 90. http://dx.doi.org/10.22219/jinop.v4i1.5718.

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Abstrak:Kendala yang sering ditemukan dalam pembelajaran menulis karya ilmiah di perguruan tinggi adalah menemukan, memilih, memerinci, dan mengembangan topik menjadi tulisan karya ilmiah yang logis dan sistematis sesuai dengan kaidah Bahasa Indonesia. Beberapa semester terakhir, penulis menerapkanmetode deep dialogue critical dan creative thinking (DDCCT) untuk membimbing mahasiswa mengatasi kesulitan tersebut. Prinsip penerapan metode DDCCT dalam pembelajaran menulis karya ilmiah adalah untuk mengekplorasi pengalaman, pengetahuan yang dimiliki mahasiswa, mengamati potensi lingkungannya melalui dialog secara mendalam dan berpikir kritis-kreatif untuk melakukan inovasi kreatif dalam tulisan karya ilmiah. Berdasarkan hasil penerapan metode DDCCT, ditemukan hasil yaitu: (1) DDCCT dapat meningkatkan antusias selama proses pembelajaran menulis karya ilmiah; (2) DDCCT dapat mengoptimalisasikan potensi inteligensi mahasiswa untuk menemukan, memilih, memerinci, dan mengembangkan topik berdasarkan pengalaman, pengetahuan, dan potensi di lingkungannya; (3) mental, emosional, dan spiritual mahasiswa berkembang seimbang selama dialog berlangsung; (4); mahasiswa dan dosen dapat menjadi pendengar, pembicara, penulis, dan pemikir yang baik; dan (5) metodeDDCT ini mudah diimplementasikan dalam matakuliah lainnya, karena lebih menekankan pada aspek nilai, sikap dan kepribadian (sportifivitas). Dengan demikian pembelajaran menulis karya ilmiah berbasis DDCCT dapat meningkatkan hard skill dan soft skill dalam menulis karya ilmiah maupun mengomunikasikannya secara lisan.Kata kunci: pembelajaran, menulis karya ilmiah, Kaidah Bahasa Indonesia, DDCCT Abstract: Frequent problems to be found in scientific writing learning in a higher institution are to find, choose, describe, and develop topic into a logic and sistematic scientific papers according to the Rules of Indonesian Language. For several last semesters, the writer applied a method of deep dialogue critical and creative thinking(DDCCT) to guide her pupils to solve those problem. The principal method of DDCCT in scientific journal writing’s learning was to explore the experience, knowledge that was acquierd by the writer’s students, to observe its surrounding’s potential through deep dialogue and having a creative-critical thought to execute a creative innovation in scrientif journal. According to the result of DDCCT application, there were discovered (1) DDCCT could increase enthusiasm during learning process of writing scientific journal; (2) DDCCT could optimalize intellegence potential of students to find, choose, describe, and develop a topic based on experience, knowledge, and its surrounding potential; (3) mentality, emotional, and spiritual aspect of students was developed during dialogue; (4) students and lecturer could be a decent listener, talker, and thinker; and (5) DDCCT’s method was easy to be implemented in other subjects because it’s more emphasizing the aspect of attitude’s value and personality(sportivity). Therefore learning of scientific journal writing based on DDCCT can increase hard skill and soft skill in writing a scientific journal as well as communicating it verbally. Keyword: learning, scientific papers, the Rules of Indonesian language, DDCTPEMBELAJARAN MENULIS KARYA ILMIAH BERBASISDEEP DIALOGUECRITICAL-CREATIVE THINKING
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et al., Gede Sukanaya. "Dialogue Journal Writing in Emergency Remote Teaching: Effect on Writing Competency and Students’ Perception towards Implementation." Psychology and Education Journal 58, no. 2 (February 10, 2021): 924–29. http://dx.doi.org/10.17762/pae.v58i2.2031.

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The current study intended to explore the effect of dialogue journal writing (DJW) on students’ writing and identifying their perception towards the implementation of DJW in emergency remote teaching (ERT) setting. The method of the current study is a mix method. The design of the quantitative study is experiment with pretest-posttest design, and for qualitative study is using case study. The data were collected through writing competency test and interview guide. This study used descriptive and inferential analysis for the quantitative data and follow O’Connor & Gibson (2003) guidance in analysing qualitative data. The result quantitative analysis showed that the mean score of students' writing competency in posttest (7.4) is higher than pretest (6.6). A significant mean difference is indicated from the result of t test (Sig. =.000). The qualitative analysis identified three themes from the interview (1) encouragement & confidence, (2) motivation, and (3) improvement on writing. Thus, DJW is encouraged to be implemented in ERT setting.
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Korgel, Brian A. "Nurturing Faculty-Student Dialogue, Deep Learning and Creativity through Journal Writing Exercises." Journal of Engineering Education 91, no. 1 (January 2002): 143–46. http://dx.doi.org/10.1002/j.2168-9830.2002.tb00684.x.

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김윤희, 이은정, and SoHyunLee. "Effects of Using Dialogue Journal Writing on Reflective Writing and Problem Behaviors of Children with Mental Retardation." Journal of Special Children Education 9, no. 1 (March 2007): 131–55. http://dx.doi.org/10.21075/kacsn.2007.9.1.131.

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Foroutan, Maryam. "How can Dialogue Journal Writing improve learners’ writing performance in the English as a Second Language context?" IOSR Journal of Humanities and Social Science 7, no. 2 (2013): 35–42. http://dx.doi.org/10.9790/0837-0723542.

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Roshanfekr, Akram, and Fahime Mousavi. "THEMES AND WRITING TECHNIQUES OF ‘JOURNAL OF AN ORDINARY GRIEF’ BY MAHMOUD DARWISH." LiNGUA: Jurnal Ilmu Bahasa dan Sastra 13, no. 2 (December 31, 2018): 69–78. http://dx.doi.org/10.18860/ling.v13i2.4518.

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Today, writing biography in literature is accompanied by some advancement, namely autobiography. Mostly autobiographies imply the purpose of the writer containing several writing types including historiography, counting the days, memory writing, reportage, story writing, or travel writing. They also use techniques such as dialogue and description in order to involve the reader in the course of his life events happened. This study employs a descriptive-analytic method to ‘Journal of an Ordinary Grief’ by Mahmoud Darwish for examining its autobiographical themes and techniques. The most important result of the current study is that seven different writing techniques were applied in ‘Journal of an Ordinary Grief’. Darwish used report writing and interview method in narrating interrogations, and in this way, he presented more information about the contact style of hostile forces and their oral literature for his work's reader access. It considers the development of content in describing his life events by which he has produced a social-political autobiography.
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Leben, Andreas. "Ethics and Dialogue in Autobiography: The Cases of Vitomil Zupan and Lojze Kovačič." European Journal of Life Writing 6 (July 17, 2017): 154–73. http://dx.doi.org/10.5463/ejlw.6.224.

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Vitomil Zupan (1914–1987), a former partisan and political prisoner, and Lojze Kovačič (1928–2004) who was exiled as a German speaking child with his family from Switzerland to Yugoslavia, rank among the most outstanding autobiographers in modern Slovene literature. After a brief theoretical discussion on ethics and a dialogue on autobiographical discourse, the paper discusses the intersections and dialogical interplay between the real author, the writer, the narrator, the characters and the reader in their writings since the 1970s, taking into account the background of their personal experiences and the political, ideological and social conditions represented in their texts. As they pursued different concepts of self-representation, special emphasis is placed on ethical issues that derive from the autobiographical genre, respectively, from the specifics of the ethics of the told and the ethics of the telling as well as on the significance of ethical questions within the aesthetics of their writing. This article was submitted to the European Journal of Life Writing on April 16th, 2016, and published on July 17th, 2017.
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Sheypak, S. A. "Publishing a Research Article: A Dialogue between the Author and the Journal." Vysshee Obrazovanie v Rossii = Higher Education in Russia 30, no. 3 (April 1, 2021): 151–67. http://dx.doi.org/10.31992/0869-3617-2021-30-3-151-168.

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The paper addresses concerns of preparing the research article for publication in a high-ranking international journal. The paper argues how to develop the competence which is required for successful manuscript submission in the international peer-review journal. The analysis of the reasons for rejecting the manuscript submitted in international journals suggests considering a successful submission through the dialogue between the author and the discourse community of the journal selected for publication. The publication competence of the author is considered as the author’s ability to construct his/her position in the text or authorial voice. Bakhtin’s concept of voice allows interpreting authorial positioning in the dialogue with the discourse community selected for submission. While only the author’s position in the article is intentionally aligned with the epistemological, discursive, and rhetorical boundaries of the discursive community of the journal, the author’s voice may be approved by the community through publication. The approach adopted in the paper is based on Swales’ concept of discourse community and the concept of author’s positioning in academic text suggested by Ivanič. The structure of authorial positioning in the article is developed by using Schmid’s model of the narrative text. The publication competence of the author confirms his/her ability to construct authorial voice, which requires firstly determining the boundaries of the discursive community selected for publication through reading. When the author aligns his/her position in the manuscript with the community boundaries, the author’s voice is addressed to the selected community and it is able to convince the community in the validity of the researcher’s results. In conclusion, the structure of authorial positioning in the research paper is suggested for designing the curriculum of academic writing for publication purposes (ERPP) which aims at successful interactions between the author and the journal community at all stages of manuscript elaboration.
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김혜리 and Kyung, Ji Suk. "A study of fostering emerging literacy for primary school children through dialogue journal writing." English Language Teaching 20, no. 3 (September 2008): 169–98. http://dx.doi.org/10.17936/pkelt.2008.20.3.008.

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Choi, Seung Yeon, and Eun Young Sung. "Exploration into How Children and the Teacher Change through a Dialogue Journal-Writing Activity." Journal of Children's Literature and Education 17, no. 2 (June 30, 2016): 67–93. http://dx.doi.org/10.22154/jcle.17.2.4.

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Al-Amri, Majid N. "The Effect of the Dialogue Journal on Developing Engineering College Students’ Argumentative Essay Writing." مجلة العلوم العربية و الإنسانية 9, no. 2 (2016): 1–19. http://dx.doi.org/10.12816/0030829.

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Schoenberger, Christina. "“You” Reconstructing the Past." Mnemosyne, no. 10 (October 15, 2018): 10. http://dx.doi.org/10.14428/mnemosyne.v0i10.14093.

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Autobiographical writing has been an integral part of literary research for decades. Which innovations does contemporary life writing contribute to the narration of the past? This paper focuses on the impact of narratological characteristics on the reconstruction of memory and self in Paul Auster’s Winter Journal (2012), an innovative autobiographical work which deviates from traditional life writing in that it is written in the second person. Considering Lejeune’s and Genette’s takes on second-person autobiography, this paper examines how the narrative situation in Winter Journal shapes subjectivity and temporality. As both protagonist and observer, the narratee oscillates between a distanced state of (critical) self-reflection and intimacy. This paper argues that by « reliving » the past through a dynamic dialogue with the self and the simultaneously addressed reader, the appellative function and the predominant use of the present tense enable a telescopic encounter with the past.
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Amalia, Liza, and Jacki Bustos. "Assessing the Process Not Just the Message: A Cursory View of Student Assessment." International Journal of Culture and Art Studies 1, no. 1 (October 1, 2018): 19–27. http://dx.doi.org/10.32734/ijcas.v1i1.450.

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Knowing the tremendous importance of the grade, we spent several weeks discussing, researching, and writing about the process of assessing student work. As we evaluated the written work of Claire Evelyn, an eighteen-year-old, second-semester freshman enrolled in ENGL 112, Composition and Literature, at a regional campus in Ohio, we were able to balance the enormous weight of assessing Evelyn’s work with the growing confidence in our skills. Our confidence stemmed from reading, understanding, and applying the composition theory found in our collaborative research. The particular assignment that we are assessing includes a unit of writing comprised of a final portfolio, dialogue journal, and Evelyn’s reflective letter. We will discuss the general justification and reasoning of our assessment based on the theory of process grading, rubrics, and of course, Evelyn’s written text. After some deliberation and through the use of the rubric we established, we settled on a C+ for Claire. As we began this research, our initial reaction was to grade the final draft without taking into account the other materials. Upon further discussion and research, we collectively decided to broaden our scope and include the reflection journal and the dialogue letters. By extending the text beyond one draft, we were able to give her a grade more fitting for the scope of her writing.
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Kim, Yu-Jeong, and Sun-Ho Hong. "The Effects of Corrective Feedback in Dialogue Journal Writing on Elementary School Students’ Grammatical Accuracy." Journal of Linguistic Studies 22, no. 2 (August 31, 2017): 19–37. http://dx.doi.org/10.21291/jkals.2017.22.2.2.

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Hanrahan, Mary. "Rethinking science literacy: Enhancing communication and participation in school science through affirmational dialogue journal writing." Journal of Research in Science Teaching 36, no. 6 (August 1999): 699–717. http://dx.doi.org/10.1002/(sici)1098-2736(199908)36:6<699::aid-tea7>3.0.co;2-p.

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Culley, Amy. "‘A journal of my feelings, mind & Body’: Narratives of Ageing in the Life Writing of Mary Berry (1763–1852)." Romanticism 25, no. 3 (October 2019): 291–302. http://dx.doi.org/10.3366/rom.2019.0434.

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This article contributes to studies of gender and old age in the Romantic period through an exploration of the life writing of the biographer and historian, Mary Berry (1763–1852). In her manuscript journal, Berry provides a self-conscious and intimate commentary on the experience of ageing, mixing chronological, personal, cultural, and physical definitions. Yet this account of her feelings, mind, and body is radically reshaped for a Victorian readership in the posthumously published work of 1865. Beyond the journal, Berry's correspondence provides insight into intragenerational sociability through the exchanges of a network of older letter-writers. The theme of ageing also manifests in her biographical works, in which she refuses to treat old age as an epilogue to a life and complements the critical reflections presented in the journal. Read in dialogue, these texts therefore provide valuable perspectives on old age, gender, and sociability and establish age as an important category within studies of life writing.
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Jung, Yun-woo. "The Effects of Life-Subjects-Based Dialogue Journal Writing on the Self-expression and Writing Interests of Students with Intellectual Disabilities." Korean Association For Learner-Centered Curriculum And Instruction 19, no. 24 (December 31, 2019): 1123–46. http://dx.doi.org/10.22251/jlcci.2019.19.24.1123.

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Park, Mee-jung, and Kyung-ran Park. "The Effect of Everyday-Life-Based Dialogue Journal Writing on the Writing Ability for Students with Borderline Intellectual Disability and Language Disorder." Korean Association For Learner-Centered Curriculum And Instruction 19, no. 16 (August 31, 2019): 369–89. http://dx.doi.org/10.22251/jlcci.2019.19.16.369.

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Bothin, Antje, and Paul Clough. "Predicting meeting participants’ note-taking from previously uttered dialogue acts." Journal of Systems and Information Technology 18, no. 2 (May 9, 2016): 170–85. http://dx.doi.org/10.1108/jsit-07-2015-0064.

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Purpose The purpose of this paper is to describe a new supervised machine learning study on the prediction of meeting participant’s personal note-taking from spoken dialogue acts uttered shortly before writing. Design/methodology/approach This novel approach of providing cues for finding important meeting events that would be worth recording in a meeting summary looks at temporal overlaps of multiple people’s note-taking. This research uses data of 124 meetings taken from the AMI meeting corpus. Findings The results show that several machine learning methods that the authors compared were able to classify the data significantly better than a random approach. The best model, decision trees with feature selection, achieved 70 per cent accuracy for the binary distinction writing for any number of participants simultaneously or no writing, whereas the performance for a more fine-grained distinction of the number of participants taking notes showed only about 30 per cent accuracy. Research limitations/implications The findings suggest that meeting participants take personal notes in accordance with the utterance of previously uttered speech acts, particularly dialogue acts about disfluencies and assessments appear to influence the note-taking activities. However, further research is necessary to examine other domains and to determine in what way this behaviour is helpful as a feature source for automatic meeting summarisation, which is useful for more efficiently satisfying people’s information needs about meeting contents. Practical implications The reader of an Information Systems (IS) journal would be interested in this paper because the work described and the findings gained could lead to the development of novel information systems that facilitate the work for businesses and individuals. Innovative meeting capture and retrieval applications, satisfying automatic summaries of important meeting points and sophisticated note-taking tools that suggest content automatically could make people’s daily lives more convenient in the future. Social implications There are wider implications in terms of productivity and efficiency. Business value is increased for the organisation, as human knowledge is built more or less automatically. There are also cognitive and social implications for individuals and possibly an impact on the society as a whole. It is also important for globalisation, social media and mobile devices. Originality/value The topic is new and original, as there has not been much research on it yet. Similar work was carried out recently (Murray, 2015; Bothin and Clough 2014). This is why it is relevant to an IS journal and interesting for the reader. In particular, dialogue acts about disfluencies and assessments appear to influence the note-taking activities. This behaviour is helpful as a feature source for automatic meeting summarisation, which is useful for more efficiently satisfying people’s information needs about meeting contents.
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Kyung-Ae Cha and Hongju KIM. "An Analysis of Language Function Patterns Used by Elementary School Students in Internet-based Dialogue Journal Writing." Studies in Foreign Language Education 25, no. 1 (February 2011): 187–210. http://dx.doi.org/10.16933/sfle.2011.25.1.187.

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Naslund, John, and Garfield Pennington. "Enhancing Volunteer Youth Sport Coaching Practices through Intergenerational Dialogue." Journal of Coaching Education 4, no. 3 (December 2011): 44–64. http://dx.doi.org/10.1123/jce.4.3.44.

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A major determinant of the quality of youth’s experiences in community sports is their relationship with their coaches. It is highly desirable to investigate the practices employed by these coaches, many of whom are volunteers, as their values and coaching strategies can be encouraging for young athletes or can be demoralizing and ruin their sporting experience altogether. The unique perspectives of volunteer youth sport coaches are rarely considered, and by providing them with opportunities to openly reflect upon their practices, it may be possible to assist these coaches in improving their practices and ultimately improve the sporting experience for youth. This article describes an action research project whereby two volunteer youth sport coaches from British Columbia, Canada, engaged in a practical demonstration for using reflective dialogue in order to examine their own coaching practices. Both coaches, who are 50 years apart in age and whose coaching experience ranges from seven to over 50 years, coach different sports at different levels (elite to participation) for youth aged 11-18 years. The coach participants engaged in action research through journal writing, open discussions, and audio-recorded reflective dialogues over a period of six months. Qualitative analysis of the dialogues revealed six key themes that were significant to both coaches: motivation, confidence building, team spirit, relationship building, communication, and coaching values. The coaches comment on the effectiveness of reflective dialogue as a strategy that could help volunteer youth sport coaches better understand the importance of their roles as coaches, identify challenging aspects of their coaching, and serve as a means to further develop their coaching skills and knowledge. In addition, the coaches comment on their generational differences, and discuss the importance of having senior coaches with extensive experience mentor younger less-experienced coaches.
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