Using Dialogue Journals to Enhance Students’ Writing Ability
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Published:
Aug 2, 2018
Keywords:
dialogue journals EFL writing ability fluency and accuracy attitudes toward the implementation of dialogue journals
Main Article Content
Abstract
This study investigated the impact of using dialogue journals to enhance students’ writing ability in terms of fluency and accuracy. The participants were 45 first-year students at a university in Phuket, Thailand. Each participant was required to write a dialogue journal entry once a week for 15 weeks. Participants then exchanged journals with peers and were asked to read and respond to the entries. A pre- and post-writing test and a questionnaire soliciting attitudes toward their use of dialogue journals served as instruments for data collection. The findings indicated a significant difference between the pre- and post-test scores in the participants’ overall writing performance (p < .01) as well as the participants reported having positive attitudes toward the use of dialogue journals. In addition, the participants were required to complete the two questionnaires of writing apprehension and willingness to communicate before and after the study.
The results showed that the participants’ writing apprehension reduced while their willingness to communicate in English increased after the implementation of dialogue journals. Pedagogical implications for effective EFL writing instruction using dialogue journals are proposed.
Article Details
How to Cite
สุณัย, & ธัญภา. (2018). Using Dialogue Journals to Enhance Students’ Writing Ability. Phuket Rajabhat University Academic Journal, 14(1), 269–296. retrieved from https://so05.tci-thaijo.org/index.php/pkrujo/article/view/242853
Section
Research article
The content and information published in the Phuket Rajabhat University Academic Journal represent the opinions and sole responsibility of the authors. The editorial board does not necessarily endorse or share any responsibility for these view.
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References
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Aimin, L. (2013). The study of second language acquisition under sociocultural theory. American journal of educational research, 1(5), 162-167.
Atwell, N. (1987). In the Middle: Writing, reading and learning with adolescents. Portsmouth, NH: Heinemann.
Bennui, P. (2008). A study of L1 interference in the writing of Thai EFL students. Malaysian Journal of ELT Research, 4, 72-102.
Bromley, K. (1995). Buddy journals for ESL and native-English-speaking students. TESOL Journal, 4(3), 7-11.
Kulprasit, W., &. Chiramane, T. (2012). Boosting EFL students' positive attitudes toward writing in English: the role of journal writing with peer feedback. ABAC Journal, Vol. 32 No. 3. Assumption University.
Chaisiri, T. (2010). Implementing a genre pedagogy to the teaching of writing in a university context in Thailand. Language Education in Asia, 1, 181-199.
Chiesa, D. L., & Bailey, K. M. (2015). Dialogue Journals. Language Learning Beyond the Classroom, 53.
Chiravate, B. (2011). The role of narrative structure in the acquisition of English tense aspect morphology by Thai learners. Journal of Pan-Pacific Association of Applied Linguistics, 15(2), 27-43.
Chuenchaichon, Y. (2015). A review of EFL writing research studies in Thailand In the past 10 years. Journal of Humanities, Naresuan University.
Crumley, H. (1998). Dialogue journals as a tool in the introduction of a more student centered approach in the ESL classroom. Paper presented at the conference on language for specific purposes, Varna Medical University, Varna, Bulgaria.
Dabbagh, A. (2017). The effect of dialogue journal writing on EFL learners' descriptive writing performance: a quantitative study. International Journal of Applied Linguistics and English Literature, 6(3), 71-80.
Denne-Bolton, S. (2013). The dialogue journal: A tool for building better writers. English Teaching Forum, 51(2), 2-11.
Deveney, B. (2005). An investigation into aspects of Thai culture and its impact on Thai students in an international school in Thailand. Journal of Research in International Education, 4(2), 153-171.
Dhanarattigannon, J. (2008). Thai college students’ response to non-traditional writing instruction in a Thai university. PhD dissertation, University of Florida.
Dressler, R., & Tweedie, M. G. (2016). Dialogue journals in short‐term study abroad: “Today I Wrote My Mind”. TESOL Journal, 7(4), 939-967.
Dueraman, B. (2012). Teaching EFL Writing: Understanding and re-thinking the Thai experience. Journal of Alternative Perspectives in Social Sciences, 4(1), 255-275.
Foley, J. A. (2013). Developing academic writing in a business-oriented university. Indonesian Journal of Applied Linguistics, 2(2), 168-186.
Foroutan, M., Noordin, N., Hamzah, M., & Gani, S. (2013). 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(2), 35-42.
Garmon, M. A. (2001). The benefits of dialogue journals: What prospective teachers say. Teacher Education Quarterly, 28(4), 37-50.
Ghahremani-Ghajar, S., & Mirhosseini, S.A. (2005). English class or speaking about everything class? Dialogue journal writing as a critical EFL literacy practice in an Iranian high school. Language, Culture and Curriculum, 18(3), 286-299.
Hail, C., George, S., & Hail, J. (2013). Moving beyond journaling to dialogues in writing. Critical Questions in Education, 4(1), 42-51.
Hughes, A. (1989). Testing for Language Teachers. Cambridge and New York: Cambridge University Press
Hyland, K. (2003). Second Language Writing. Cambridge: Cambridge University Press.
Jahin, J. H. (2012). The Effect of Peer Reviewing on Writing Apprehension and Essay Writing Ability of Prospective EFL Teachers. Australian Journal of Teacher Education, 37(11), n11.
Kaewcha, N. (2013). Problems with coherence in writing in the Thai context. Manutsat Paritat: Journal of Humanities, 31(2), 29-40.
Khaliliaqdam, S. (2014). ZPD, scaffolding and basic speech development in EFL context. Procedia-Social and Behavioral Sciences, 98, 891-897.
Komin, S. (1990). The Psychology of Thai People. Bangkok Research Institute of Development Administration.
Liao, M. T., & Wong, C. T. (2010). Effects of dialogue journals on L2 students’ writing fluency, reflections, anxiety, and motivation. Reflections on English Language Teaching, 9(2), 139-170.
Linnell, K. M. (2010). Using dialogue journals to focus on form. Journal of Adult Education, 39(1), 23.
Mirhosseini, S. A. (2009). For Our Learn of English: Dialogue Journal Writing in EFL Education.
Morini, E. (1995). Student-teacher dialogue journals as a tool for developing interactional ability. Tesi di Laurea in Lingua Inglese.
Ohta, A. S. (1995). Applying sociocultural theory to an analysis of learner discourse: Learner-learner collaborative interaction in the zone of proximal development. Issues in applied linguistics, 6(2), 93-121.
Pawapatcharaudom, R. (2007). An investigation of Thai students’ English language problems and their learning strategies in the international program at Mahidol University. Case study, English for Business and Industry, King Mongkut's Institute of Technology North Bangkok.
Peyton J.K. (2000). Dialogue journals: Interactive writing to develop language and literacy. ESL Resources: Digests. National Center for ESL Literacy Education.
Peyton, J.K., & Reed, L. (1990). Dialogue journal writing with nonnative English speakers: A handbook for teachers. Alexandria, VA: Teachers of English to Speakers of Other Languages.
Pimsarn, P. (2013). EFL students' writing apprehension. International Journal of Arts & Sciences, 6(4), 99.
Puengpipattrakul, W. (2014). L2 learner’s-instructor’s win-win tactics through alternative assessment of writing. NIDA Development Journal, 54(4), 1-16.
Roe, M. F., & Stallman, A. C. (1994). A comparative study of dialogue and response journals. Teaching and Teacher Education, 10(6), 579-588.
Rokni, S. J. A., &Seifi, A. (2013). The effect of dialog journal writing on EFL learners’ grammar knowledge. Journal of Language and Linguistic Studies, 9(2), pp-57.
Spada, N., & Lightbown, P. M. (2008). Form focused instruction: Isolated or integrated?. TESOL Quarterly, 42 (2), 181-207.
Steffensen, M. S. (1988). The dialogue journal: A method of improving cross-cultural reading comprehension. Reading in a Foreign Language, 5(1), 193-203.
Suwanarak, K., & Phothongsunan, S. (2008). Attributions of high achieving Thai university students perceiving themselves as failures in English usage. In 8th annual SEAAIR conference on institutional capacity building toward higher education competitive advantage. STIE Perbanas Surabaya, 4(6).
Thamraksa, C. (2003). Student-centered learning: Demystifying the myth. Studies in Language and Language Teaching, 12, 59-70. Trent, J. (2009). Enhancing oral participation across the curriculum: Some lessons from the EAP classroom. Asian EFL Journal, 11(1), 256-270.
Vacca, R.T., & Vacca, J.L. (1993). Content Area Reading (4th ed.). GlenviewDL: Scott Foresman.
Watanabe, Y. (1999). Second language literacy through student-centered learning. The Internet TESL Journal, 5(2).
Weigle, S. C. (2005). Second language writing expertise. In expertise in second language.
Wilste, Eric M. (2006). Using Writing to predict Students’ Choice of Majors. Journalism & Mass Communication Educator. Summer: 179-194.
Aimin, L. (2013). The study of second language acquisition under sociocultural theory. American journal of educational research, 1(5), 162-167.
Atwell, N. (1987). In the Middle: Writing, reading and learning with adolescents. Portsmouth, NH: Heinemann.
Bennui, P. (2008). A study of L1 interference in the writing of Thai EFL students. Malaysian Journal of ELT Research, 4, 72-102.
Bromley, K. (1995). Buddy journals for ESL and native-English-speaking students. TESOL Journal, 4(3), 7-11.
Kulprasit, W., &. Chiramane, T. (2012). Boosting EFL students' positive attitudes toward writing in English: the role of journal writing with peer feedback. ABAC Journal, Vol. 32 No. 3. Assumption University.
Chaisiri, T. (2010). Implementing a genre pedagogy to the teaching of writing in a university context in Thailand. Language Education in Asia, 1, 181-199.
Chiesa, D. L., & Bailey, K. M. (2015). Dialogue Journals. Language Learning Beyond the Classroom, 53.
Chiravate, B. (2011). The role of narrative structure in the acquisition of English tense aspect morphology by Thai learners. Journal of Pan-Pacific Association of Applied Linguistics, 15(2), 27-43.
Chuenchaichon, Y. (2015). A review of EFL writing research studies in Thailand In the past 10 years. Journal of Humanities, Naresuan University.
Crumley, H. (1998). Dialogue journals as a tool in the introduction of a more student centered approach in the ESL classroom. Paper presented at the conference on language for specific purposes, Varna Medical University, Varna, Bulgaria.
Dabbagh, A. (2017). The effect of dialogue journal writing on EFL learners' descriptive writing performance: a quantitative study. International Journal of Applied Linguistics and English Literature, 6(3), 71-80.
Denne-Bolton, S. (2013). The dialogue journal: A tool for building better writers. English Teaching Forum, 51(2), 2-11.
Deveney, B. (2005). An investigation into aspects of Thai culture and its impact on Thai students in an international school in Thailand. Journal of Research in International Education, 4(2), 153-171.
Dhanarattigannon, J. (2008). Thai college students’ response to non-traditional writing instruction in a Thai university. PhD dissertation, University of Florida.
Dressler, R., & Tweedie, M. G. (2016). Dialogue journals in short‐term study abroad: “Today I Wrote My Mind”. TESOL Journal, 7(4), 939-967.
Dueraman, B. (2012). Teaching EFL Writing: Understanding and re-thinking the Thai experience. Journal of Alternative Perspectives in Social Sciences, 4(1), 255-275.
Foley, J. A. (2013). Developing academic writing in a business-oriented university. Indonesian Journal of Applied Linguistics, 2(2), 168-186.
Foroutan, M., Noordin, N., Hamzah, M., & Gani, S. (2013). 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(2), 35-42.
Garmon, M. A. (2001). The benefits of dialogue journals: What prospective teachers say. Teacher Education Quarterly, 28(4), 37-50.
Ghahremani-Ghajar, S., & Mirhosseini, S.A. (2005). English class or speaking about everything class? Dialogue journal writing as a critical EFL literacy practice in an Iranian high school. Language, Culture and Curriculum, 18(3), 286-299.
Hail, C., George, S., & Hail, J. (2013). Moving beyond journaling to dialogues in writing. Critical Questions in Education, 4(1), 42-51.
Hughes, A. (1989). Testing for Language Teachers. Cambridge and New York: Cambridge University Press
Hyland, K. (2003). Second Language Writing. Cambridge: Cambridge University Press.
Jahin, J. H. (2012). The Effect of Peer Reviewing on Writing Apprehension and Essay Writing Ability of Prospective EFL Teachers. Australian Journal of Teacher Education, 37(11), n11.
Kaewcha, N. (2013). Problems with coherence in writing in the Thai context. Manutsat Paritat: Journal of Humanities, 31(2), 29-40.
Khaliliaqdam, S. (2014). ZPD, scaffolding and basic speech development in EFL context. Procedia-Social and Behavioral Sciences, 98, 891-897.
Komin, S. (1990). The Psychology of Thai People. Bangkok Research Institute of Development Administration.
Liao, M. T., & Wong, C. T. (2010). Effects of dialogue journals on L2 students’ writing fluency, reflections, anxiety, and motivation. Reflections on English Language Teaching, 9(2), 139-170.
Linnell, K. M. (2010). Using dialogue journals to focus on form. Journal of Adult Education, 39(1), 23.
Mirhosseini, S. A. (2009). For Our Learn of English: Dialogue Journal Writing in EFL Education.
Morini, E. (1995). Student-teacher dialogue journals as a tool for developing interactional ability. Tesi di Laurea in Lingua Inglese.
Ohta, A. S. (1995). Applying sociocultural theory to an analysis of learner discourse: Learner-learner collaborative interaction in the zone of proximal development. Issues in applied linguistics, 6(2), 93-121.
Pawapatcharaudom, R. (2007). An investigation of Thai students’ English language problems and their learning strategies in the international program at Mahidol University. Case study, English for Business and Industry, King Mongkut's Institute of Technology North Bangkok.
Peyton J.K. (2000). Dialogue journals: Interactive writing to develop language and literacy. ESL Resources: Digests. National Center for ESL Literacy Education.
Peyton, J.K., & Reed, L. (1990). Dialogue journal writing with nonnative English speakers: A handbook for teachers. Alexandria, VA: Teachers of English to Speakers of Other Languages.
Pimsarn, P. (2013). EFL students' writing apprehension. International Journal of Arts & Sciences, 6(4), 99.
Puengpipattrakul, W. (2014). L2 learner’s-instructor’s win-win tactics through alternative assessment of writing. NIDA Development Journal, 54(4), 1-16.
Roe, M. F., & Stallman, A. C. (1994). A comparative study of dialogue and response journals. Teaching and Teacher Education, 10(6), 579-588.
Rokni, S. J. A., &Seifi, A. (2013). The effect of dialog journal writing on EFL learners’ grammar knowledge. Journal of Language and Linguistic Studies, 9(2), pp-57.
Spada, N., & Lightbown, P. M. (2008). Form focused instruction: Isolated or integrated?. TESOL Quarterly, 42 (2), 181-207.
Steffensen, M. S. (1988). The dialogue journal: A method of improving cross-cultural reading comprehension. Reading in a Foreign Language, 5(1), 193-203.
Suwanarak, K., & Phothongsunan, S. (2008). Attributions of high achieving Thai university students perceiving themselves as failures in English usage. In 8th annual SEAAIR conference on institutional capacity building toward higher education competitive advantage. STIE Perbanas Surabaya, 4(6).
Thamraksa, C. (2003). Student-centered learning: Demystifying the myth. Studies in Language and Language Teaching, 12, 59-70. Trent, J. (2009). Enhancing oral participation across the curriculum: Some lessons from the EAP classroom. Asian EFL Journal, 11(1), 256-270.
Vacca, R.T., & Vacca, J.L. (1993). Content Area Reading (4th ed.). GlenviewDL: Scott Foresman.
Watanabe, Y. (1999). Second language literacy through student-centered learning. The Internet TESL Journal, 5(2).
Weigle, S. C. (2005). Second language writing expertise. In expertise in second language.
Wilste, Eric M. (2006). Using Writing to predict Students’ Choice of Majors. Journalism & Mass Communication Educator. Summer: 179-194.
