An Exploratory Study of Reflective Dialogue Journal Writing of EFL Graduate Students in the English as a Foreign Language Context

Autor/in	Maneepakhathorn, Reongrudee
Titel	An Exploratory Study of Reflective Dialogue Journal Writing of EFL Graduate Students in the English as a Foreign Language Context
Quelle	In: rEFLections, 30 (2023) 1, S.38-58 (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1513-5934
Schlagwörter	Journal Writing; Dialogs (Language); Reflection; Second Language Learning; English (Second Language); Graduate Students; Writing Skills; Language Fluency; Writing (Composition); Writing Evaluation; Feedback (Response); Writing Improvement; Writing Attitudes; Metacognition; Foreign Countries; Thailand + Suchen Sie Ihr Suchwort? Zeitschriftenaufsatz; Dialog; Dialogs; Dialogue; Dialogues; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Writing skill; Schreibfertigkeit; Language skill; Language skills; Sprachkompetenz; Schreibübung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Ausland
Abstract	This study was conducted to examine Thai EFL graduate students' perceptions towards reflective dialogue journal writing (RDJW), their writing fluency as well as self-awareness of their own English language learning and writing development. Thirty-four Thai graduate students aged 23 to 39 were required to carry out the RDJW task for 13 weeks -- one journal entry per week. The teacher provided feedback to each journal entry on its content to which the students replied in a dialogic manner. After having completed 13 journal entries, the students completed a questionnaire and were interviewed individually. In addition, focus group discussions were implemented. The students' writing fluency was also assessed quantitatively through a product-based indicator. The findings of the study revealed that the students viewed RDJW as a means to engage a student and the teacher in a two-way communication as they exchanged information without worrying about making or correcting errors in the writing. The students also reported an improvement in their writing fluency since their journal entries were longer and they could communicate their thoughts and feelings more easily. A paired t-test confirmed the significant gains in terms of the number of words written in the journals. RDJW also served as students' reflection which heightened the awareness of their own English language learning and writing development. (As Provided).
Anmerkungen	King Mongkut's University of Technology Thonburi School of Liberal Arts. 126 Pracha Uthit Road, Bang Mod, Thung Khru, Bangkok, Thailand 10140. Tel: +66-2470-8756; Fax: +66-2428-3375; Web site: https://so05.tci-thaijo.org/index.php/reflections/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01