The Impact of Different Types of Journaling Techniques on EFL Learners' Self-Efficacy (El impacto de diferentes tipos de diario en la autosuficiencia de estudiantes de inglés como lengua extranjera)

Autor/inn/en	Baleghizadeh, Sasan; Mortazavi, Mahboobeh
Titel	The Impact of Different Types of Journaling Techniques on EFL Learners' Self-Efficacy (El impacto de diferentes tipos de diario en la autosuficiencia de estudiantes de inglés como lengua extranjera)
Quelle	In: PROFILE: Issues in Teachers' Professional Development, 16 (2014) 1, S.77-88 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1657-0790
Schlagwörter	Foreign Countries; English (Second Language); Second Language Learning; Second Language Instruction; Journal Writing; Student Journals; Self Efficacy; Feedback (Response); Teaching Methods; Teacher Student Relationship; Statistical Analysis; Peer Relationship; Reflection; Control Groups; Student Attitudes; Instructional Materials; Outcomes of Education; Iran; Self Efficacy Scale + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Zeitschriftenaufsatz; Studentenzeitung; Self-efficacy; Selbstwirksamkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher student relationships; Lehrer-Schüler-Beziehung; Statistische Analyse; Peer-Beziehungen; Schülerverhalten; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Lernleistung; Schulerfolg
Abstract	This article reports on an investigation of the impact of different methods of journaling on self-efficacy of learners of English as a foreign language. Sixty upper-intermediate Iranian English language learners were randomly assigned to three experimental conditions, namely no-feedback, teacher-feedback, and peer-feedback, and one control group--no-journal condition. The no-feedback condition learners kept reflective journals but could not share their reflective notes with other learners or their teacher, while the teacher-feedback condition learners used collaborative reflective journals with their teacher. The peer-feedback condition learners shared collaborative reflective journals with their peers, and the no-journal condition learners did not use reflective journals throughout the treatment period. An analysis of variance showed that the students with the two feedback conditions seemed to have gained a higher self-efficacy at the end of the treatment period. (As Provided).
Anmerkungen	Universidad Nacional de Colombia. Carrera 30 No. 45-03 Ciudad Universitaria, Bogotá, Colombia. Tel: +571-3165000 Ext.16780; Fax: +571-3165000 Ext.16780 or 16773; e-mail: rprofile_fchbog@unal.edu.co; Web site: http://www.revistas.unal.edu.co/index.php/profile
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01