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

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.

Dialogue Journal Writing: Effects on the Quality of EFL learners’ 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.

Dialogue Journal Writing in Emergency Remote Teaching: Effect on Writing Competency and Students’ Perception towards Implementation

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.

THE IMPACT OF DIALOGUE JOURNAL WRITING ON THE WRITING SKILLS OF JORDANIAN EFL LEARNERS AND THEIR ATTITUDES TOWARDS WRITING

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.

The Use of Dialogue Journal Writing to Improve English Language Learners’ Writing Skill

Dialogue journal writing is a tool utilised in the teaching of writing that allows teachers to provide feedback and responses to students’ writing in a non-corrective manner. It is believed that this teaching tool can improve students’ overall writing ability. Over a span of 20 years of published studies, this systematic review will examine the effectiveness of dialogue journal writing on English language learners’ overall writing skills. A total of 692 English language learners (ELLs) in 1997 to 2019 are represented in the analyses across 19 studies; seven cases of action research, one case study and eleven experimental studies. Findings suggest that ELLs benefit from dialogue journal writing in terms of specific English writing skills both academically and socially. Implications for further study and practice are also discussed.

Implementation of Dialogue Journal in Teaching Writing Descriptive Text

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.