Constructing an Emancipatory Learning Environment in Iranian English Classes through Dialogue Journal Writing as an Educational Tool

Autor/in	Safari, Parvin
Titel	Constructing an Emancipatory Learning Environment in Iranian English Classes through Dialogue Journal Writing as an Educational Tool
Quelle	In: Education 3-13, 49 (2021) 5, S.618-634 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Safari, Parvin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4279
DOI	10.1080/03004279.2020.1757736
Schlagwörter	English (Second Language); Second Language Instruction; Second Language Learning; Instructional Effectiveness; Teaching Methods; Student Journals; Journal Writing; Dialogs (Language); Communicative Competence (Languages); Student Empowerment; Student Motivation; Positive Attitudes; Early Adolescents; Females; Foreign Countries; Critical Literacy; Iran + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Zweitsprachenerwerb; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Studentenzeitung; Zeitschriftenaufsatz; Dialog; Dialogs; Dialogue; Dialogues; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Studienberechtigung; Schulische Motivation; Weibliches Geschlecht; Ausland; Kritisches Lesen
Abstract	This qualitative study applied dialogue journal writing to explore its effectiveness on language learning and critical literacy skills of 45 EFL students with the age range of 10-13 in an Iranian EFL context. Data analysis of 500 entries showed students' emancipation from banking education constraints, their empowerment to voice, enhancement of motivation and positive feelings, as well as improvement of their linguistic competence. Based on the findings of this study, language teachers are suggested to use this educational tool to transform their pedagogy and enliven students' language learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01