Strengthening Teacher–Student Rapport Through the Practice of Guided Dialogue Journaling

RELC Journal ◽  
2021 ◽  
pp. 003368822110448
Author(s):  
Pak Hei Chan ◽  
Scott Aubrey
Keyword(s):  
Life Experiences ◽  
Esl Students ◽  
Dialogue Journals ◽  
Teaching Practicum ◽  
Teacher Student ◽  
Student Dialogue ◽  
Personal Level ◽  
Journal Entries ◽  
Personal Interests ◽  
Dialogue Journaling

Dialogue journals are written conversations in which two partners communicate regularly. When practiced between a teacher and student, dialogue journaling has the potential to engage students in writing, and can lead to improved teacher–student rapport. In this Innovations in Practice article, we evaluate the use of structured dialogue journals between a student teacher and his English as a Second Language (ESL) students during a seven-week teaching practicum at a local secondary school in Hong Kong. The aim of this practice was for the teacher to engage with students on a personal level, thereby enhancing teacher–student rapport – an otherwise challenging goal during short-term school placements. The dialogue journals were designed to elicit students’ learning experiences, other out-of-class life experiences, and personal interests, which, when reciprocated with teachers’ comments, created a dialogic context for improving open and honest teacher–student communication in English. In this practice, a total of 11 rounds of dialogue journals were administered and completed throughout the teaching practicum period. An evaluation of the practice was based on an analysis of the dialogue journal entries, semi-structurestrud interviews with students, and the student teacher's own reflection. Implications of this practice are discussed in terms of the possibilities for ESL/English as a Foreign Language (EFL) teachers to use dialogue journals for enhancing teacher–student rapport.

scholarly journals ÜBER FREMDSPRACHENLERNEN DISKUTIEREN – MIT HILFE DIALOGISCHER LERNTAGEBÜCHER

Neofilolog ◽  
2020 ◽  
pp. 285-304
Author(s):  
Krzysztof Nerlicki
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Dialogue Journals ◽  
Dialogue Management ◽  
Advantages And Disadvantages ◽  
Teacher Student ◽  
Student Dialogue ◽  
Language Research ◽  
Learning Journals

Learning journals are widely used in second/foreign language research. They are not only tools to gather data but also contribute to optimization of the learning process and help students become more autonomous. The discussion presented here focuses on dialogue journals, which are used for ongoing written interaction between the teacher and learners. The paper provides a terminological basis, gives examples of topics and describes the characteristics of the teacher-student dialogue management. The advantages and disadvantages of dialogue journals are discussed from the didactic perspective. The last part of the paper concerns empirical problems to be taken into account when learning journals are introduced and used.

scholarly journals Teacher–Student Dialogue During Classroom Teaching: Does It Really Impact on Student Outcomes?

2019 ◽  
Vol 28 (4-5) ◽  
pp. 462-512 ◽  
Author(s):  
Christine Howe ◽  
Sara Hennessy ◽  
Neil Mercer ◽  
Maria Vrikki ◽  
Lisa Wheatley
Keyword(s):  
Student Outcomes ◽  
Classroom Teaching ◽  
Teacher Student ◽  
Student Dialogue

scholarly journals Enhancing ESL Learners’ Vocabulary Learning of Metaphorically-used Words

2017 ◽  
Vol 8 (5) ◽  
pp. 835 ◽  
Author(s):  
Leonardo Veliz
Keyword(s):  
Small Groups ◽  
Control Group ◽  
Esl Students ◽  
English As Second Language ◽  
Lexical Learning ◽  
Study Participants ◽  
Esl Learners ◽  
Journal Entries ◽  
Experimental Group

The present study examined the role of awareness of metaphor in learners’ lexical learning. A total of 35 intermediate English as second language (ESL) students participated in this study. Participants were randomly divided into two small groups. One (N = 17) served as the control group and the other (N = 18) as the experimental group. Both groups were taught several metaphorically-used expressions over a period of six weeks. The groups differed in that the experimental group received systematic and explicit explanations of the source and target relationships that underlie metaphor, while the control group did not receive such instruction. Pre-tests and Post-tests were administered in order to measure lexical understanding of metaphorical items. Two journal entries were given out to students at two different intervals throughout the teaching period in order to tap into their views of how their lexical understanding of metaphor was changing, or not changing, over time. Results revealed that those students who received systematic and explicit explanations on the concrete experiential basis of metaphor showed greater understanding of metaphorical meanings, and seemed more inclined to unpacking their metaphoricity by looking at what lies behind them.

Autonomy in Scaffolding as Learning in Teacher-Student Negotiation of Meaning in a University EFL Classroom

2017 ◽  
Vol 40 (4) ◽  
Author(s):  
Li Danli
Keyword(s):  
Language Learning ◽  
Teacher Development ◽  
Undergraduate Students ◽  
Self Regulation ◽  
Learner Autonomy ◽  
Negotiation Of Meaning ◽  
Pedagogical Tool ◽  
Teacher Student ◽  
Student Dialogue ◽  
Chinese Teacher

AbstractBased upon sociocultural theory, this study investigates the dynamics of the teacher’s roles and learner autonomy in the process of scaffolding in teacher-student negotiation of meaning in an EFL classroom. The participants were 25 undergraduate students and a Chinese teacher of English at a university in China. The teacher-student dialogue was the central mechanism mediating the construction of negotiation of meaning and form in language learning. The analysis of classroom discourse and the teacher’s retrospection from an interview illustrated the teacher’s different roles in interaction, where scaffolding acted as a structured pedagogical tool. The study revealed that the learners were afforded assistance to progress from other-regulation to self-regulation, and consequently, the teacher exploited opportunities to enhance learner autonomy in negotiation of spaces for autonomy in classroom teaching. The study has probed into the significance of the teacher’s capacity of controlling scaffolding effectively and generated implications for teacher development and learner training.

scholarly journals Peer Response in ESL Writing

1999 ◽  
Vol 16 (2) ◽  
pp. 20 ◽  
Author(s):  
Gloria M. Tang
Keyword(s):  
Social Cognitive ◽  
Student Writing ◽  
Western Canada ◽  
Peer Response ◽  
Esl Students ◽  
Esl Writing ◽  
Writing Classes ◽  
Peer Response Groups ◽  
Perceptions Of Students ◽  
Journal Entries

This article explores the value of peer response groups in English as a second language (ESL) writing classes. It reports on some of the findings of a study (Tithecott, 1997) conducted in a small university college in Western Canada with 12 international students from Asia to investigate: (a) what the perceptions of students were with regard to peer response and whether their perceptions changed over time; (b) what kind of activities students engaged in during peer response sessions; and (c) whether and how students changed their writing as a result of participating in response sessions. Research methodology included examining and analyzing student journal entries, audiotapes of peer response sessions, and the drafts and final versions of student writing. Results show that Asian ESL students tended to be positive about peer response and that they became somewhat more positive as the semester progressed. Although they appreciated the benefits of peer response, they had some concerns about peer feedback. Some students revised their writing using peer comments. During the peer response sessions students engaged in a variety of social, cognitive, and linguistic activities as they worked to accomplish the assigned task.

Making Connections: Journal Writing and the Professional Teaching Standards

1995 ◽  
Vol 88 (2) ◽  
pp. 92-95 ◽  
Author(s):  
Carolyn Stewart ◽  
Lucindia Chance
Keyword(s):  
Journal Writing ◽  
Mathematics Classroom ◽  
Writing To Learn ◽  
Teaching Standards ◽  
Teacher Student ◽  
Instructional Technique ◽  
Affective Influences ◽  
Professional Teaching ◽  
Journal Entries ◽  
Insight Into

Can the national focus on the NCTM's Standards be combined with the focus on writing to learn to streng then mathematics instruction? The NCTM's Professional Standards for Teaching Mathematics (1991) supports the use of writing as an instructional technique. The possibilities suggested for journal writing in the mathematics classroom challenged these authors to explore the available literature. Several studies appeared promising (Linn 1989; Miller and England 1989; Powell and Lopez 1989; Richards 1990; Rose 1989; Skiba 1990; Vukovich 1985; White and Dunn 1989). Where as most of these projects indicated that journal writing increased mathematical ability and decreased anxiety, too few studies actually delineated the content of the journal entries to any great extent. Moreover, many of the investigations did not consider the context within which students and teachers operate. The relevance and interaction of teacher, student, and subject matter were often overlooked. This situation further challenged the authors to extend and broaden the investigation of journal writing into a more global study-one of practical inquiry, not only exploring the cognitive and affective influences of journal writing but seeking situational insight into, and understanding of, the mathematics classroom.

Word Processing with Speech Synthesis and Word Prediction: Effects on the Dialogue Journal Writing of Students with Learning Disabilities

1998 ◽  
Vol 21 (2) ◽  
pp. 151-166 ◽  
Author(s):  
Charles A. MacArthur
Keyword(s):  
Learning Disabilities ◽  
Word Processing ◽  
Speech Synthesis ◽  
Word Processor ◽  
Students With Learning Disabilities ◽  
Word Prediction ◽  
Dialogue Journals ◽  
Dialogue Journal ◽  
Writing Problems ◽  
Journal Entries

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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