scholarly journals A Comparison of the Effects of Reflective Learning Portfolios and Dialogue Journal Writing on Iranian EFL Learners’ Accuracy in Writing Performance

2012 ◽  
Vol 5 (11) ◽  
Author(s):  
Fatemeh Hemmati ◽  
Fatemeh Soltanpour
Keyword(s):  
Journal Writing ◽  
Reflective Learning ◽  
Writing Performance ◽  
Efl Learners ◽  
Dialogue Journal ◽  
Learning Portfolios

scholarly journals Dialogue Journal Writing: Effects on the Quality of EFL learners’ Descriptive Writing

2021 ◽  
Vol 9 (S1-May) ◽  
pp. 26-32
Author(s):  
Mohammadreza Valizadeh
Keyword(s):  
Journal Writing ◽  
Control Group ◽  
Writing Performance ◽  
Efl Learners ◽  
English As Foreign Language ◽  
Dialogue Journal ◽  
Significant Difference ◽  
Teacher Researcher ◽  
And Control ◽  
Descriptive Writing

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.

scholarly journals A Comparative Study of the Effect of Portfolio and Dialogue Journal Assessment on Iranian EFL Learners' Writing Performance

2018 ◽  
Vol 9 (2) ◽  
pp. 408
Author(s):  
Seiflou Kobra ◽  
Hashemnezhad Hossein
Keyword(s):  
English Language ◽  
Portfolio Assessment ◽  
Control Group ◽  
Writing Performance ◽  
Efl Learners ◽  
Dialogue Journal ◽  
Post Test ◽  
Quasi Experimental ◽  
And Performance ◽  
English Language Institute

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.

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

2017 ◽  
Vol 6 (3) ◽  
pp. 71
Author(s):  
Ali Dabbagh
Keyword(s):  
Language Use ◽  
Journal Writing ◽  
Control Group ◽  
Writing Performance ◽  
Dialogue Journal ◽  
Content Organization ◽  
Significant Difference ◽  
And Control ◽  
Descriptive Writing ◽  
Experimental Group

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. 

scholarly journals The Comparative Effects of Modern Dialogue Journal and Traditional Dialogue Journal on Critical Thinking: Iranian EFL Learners in Focus

2021 ◽  
Vol 4 (11) ◽  
pp. 129-138
Author(s):  
Masoud Taheri ◽  
Reza Eidi
Keyword(s):  
Critical Thinking ◽  
Statistical Analysis ◽  
Journal Writing ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Homogeneity Test ◽  
Dialogue Journals ◽  
Efl Learners ◽  
Dialogue Journal ◽  
Quantitative Design

The current study explored whether critical thinking skills can be cultivated among Iranian EFL learners through keeping dialogue journals written through paper-and-pen (traditional) and through email (modern). Moreover, the study compared Traditional Dialogue Journal Writing with Modern Dialogue Journal Writing to see which one has probably a greater potentiality for improving critical thinking in an ELT context. To this end, it adopted a quantitative design and selected 85 participants non-randomly from among intermediate EFL learners in Iran. To collect the data, a Preliminary English Test as a homogeneity test and Watson-Glaser Critical Thinking Appraisal Form were utilized. Statistical analysis of the finding revealed that dialogue journaling, both traditional and modern, was a fruitful experience for developing critical thinking. Moreover, contrary to the researchers' assumption, traditional Dialogue journal proved to have a greater potentiality for the development of critical thinking. The study provides implications for ELT contexts.

scholarly journals Scrambled Cloze Procedure: Does It Influence EFL Learners’ Reading Comprehension and Writing Performance?

2020 ◽  
Vol 11 (5) ◽  
pp. 815
Author(s):  
Jahanbakhsh Nikoopour ◽  
Mino Bargnil
Keyword(s):  
Reading Comprehension ◽  
Pearson Correlation ◽  
Control Group ◽  
Writing Performance ◽  
Efl Learners ◽  
Reading And Writing ◽  
Significant Difference ◽  
Cloze Procedure ◽  
And Control ◽  
Experimental Group

The present study investigated the effect of using scrambled cloze procedure on reading and writing among intermediate EFL learners. To fulfill the purpose of the study, 60 participants were tested on a PET test, from whom 48 homogeneous participants were selected and assigned randomly to two groups of 25 and 23, as experimental and control group. Then, both groups were given a pre-test of writing and reading comprehension. During 14 sessions, the experimental group were provided with scrambled cloze samples and tasks while practicing paragraph writing and reading, whereas the control group did not, while they were practicing paragraph writing and reading. At the end, the two groups were tested in reading comprehension and writing, based on a posttest. Two raters scored the writing samples collected from two groups in the pre and posttest. Pearson correlation was used to compute the inter-rater reliability. The results showed the experimental group outperformed the control group in paragraph writing and reading comprehension. However, it was found that gender did not make a significant difference in reading comprehension and writing performance.

scholarly journals A Study of Relationship Between Depth of Vocabulary Knowledge and Semantic Set in Iranian EFL Learners’ Vocabulary Used in Writing

2018 ◽  
Vol 1 (2) ◽  
pp. p77
Author(s):  
Parisa Barkhodari
Keyword(s):  
Data Analysis ◽  
Significant Role ◽  
Word Association ◽  
Vocabulary Knowledge ◽  
Intermediate Level ◽  
Appropriate Use ◽  
Writing Performance ◽  
Efl Learners ◽  
Intermediate Learners

This study investigated the Relationship between Depth of Vocabulary Knowledge and Semantic Set in Iranian EFL Learners’ Vocabulary Used in Writing. The purpose of this study was to see the role of depth of vocabulary knowledge in making appropriate choices among words in a semantic set in EFL learners’ writing performance. 70 lower-intermediate and upper-intermediate learners of English as a foreign language (EFL) from the language learners of English institute in Bandar Abbas, Iran participated in this study. Instruments for the data collection include Word Association Test (WAT), Vocabulary Knowledge Scale (VKS), and four writing tests. In the first phase, using MANOVA statistical procedure for data analysis, the role of depth of vocabulary knowledge in writing performance and appropriate use of words in a semantic set in overall writing quality was investigated. The second part of the study attempted to explore the role of appropriate use of words in a semantic set in the participants’ overall writing performance using independent sample t-test. Finally, attempts were made to identify the role of depth of vocabulary knowledge and appropriate use of words in a semantic set in the overall use of words in the participants’ writings using a two-way ANOVA as the data analysis technique. The results of the data analysis provided empirical evidence supporting that: a) depth of vocabulary knowledge played a fundamental role in appropriate use of words in a semantic set in lower-intermediate level but not in upper-intermediate level, b) depth of vocabulary knowledge has a significant role in overall writing performance only in upper-intermediate level, c) using words appropriately in a semantic set played a significant role in writing performance of the lower-intermediate participants, while the opposite was revealed for the upper-intermediate group, d) the upper-intermediate learners could benefit from their knowledge of depth of vocabulary in using words, in general, correctly and appropriately. The findings promise some pedagogical implications for vocabulary and writing curriculum development, material development, and course designing.

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