The Impact of Diary Keeping on Iranian EFL Learners’ Writing Accuracy: Past Tense Use across Proficiency Levels
محورهای موضوعی : language teaching
1 - دانشگاه تبریز
2 - English Department, Persian Literature and Foreign Languages Faculty, University of Tabriz, Tabriz, Iran
کلید واژه: Writing Accuracy, Journal Writing, Grammar teaching, learner diary, verb tense,
چکیده مقاله :
Language is highly context-sensitive and contextual learning of grammatical rules shows how the rules can be used in sentences. In this line, the present study aimed to investigate the effect of diary writing on the correct use of English past tenses among Iranian pre-intermediate and upper-intermediate EFL learners. The study followed a quasi-experimental design with pre-test, treatment, and post-test, in control and experimental groups. To this end, a total number of 80 pre-intermediate and upper-intermediate learners were recruited based on convenience sampling and randomly assigned to the study groups. The results of two one-way ANCOVAs revealed that diary writing had a positive effect on the accurate use of English past tense at the pre-intermediate level but it did not show a significant effect among upper-intermediate learners. These findings can have efficient implications for EFL teachers, learners, syllabus designers, as well as material developers. EFL teachers can make use of diary writing as an effective method to help learners have a better grasp of English past tenses. Course designers and material developers are advised to have the results of this study under advisement and find a way to incorporate diary writing tasks in their curriculum to help learners get a better understanding of English tenses.
مطالعه حاضر با هدف برسی تاثیر نوشتن خاطرات روزانه بر استفاده صحیح از افعال زمان گذشته در بین زبان آموزان سطوح پیش متوسط و پس متوسط زبان انگلیسی به عنوان زبان خارجی در ایران انجام شده است. در مجموع چهل نفر از زبان آموزان سطح پیش متوسط و نیز چهل نفر از زبان آموزان سطح پس متوسط در این مطالعه شرکت کردند. پس از حصول اطمینان از همگن بودن سطح زبانی شرکت کنندگان از طریق آزمون مقدماتی انگلیسی (PET) ، شرکت کنندگان در هر سطح زبانی به طور تصادفی به دو گروه آزمایشی و کنترلی متشکل از بیست زبان آموز در هر گروه تقسیم شده و در پیش آزمون طراحی و آزمایش شده جهت سنجش دانش ساختاری افعال زمان گذشته شرکت کردند. سپس در حالیکه طی جلسات مداخله، شرکت کنندگان آزمایشی دستور زبان در مورد افعال زمان گذشته را بر اساس نوشتن دفترچه خاطرات دریافت کردند، شرکت کنندگان کنترل همان مطالب را به صورت شفاهی دریافت و تمرین نمودند. در پایان دوره مداخله، شرکت کنندگان آزمون طراحی و آزمایش شده دیگری جهت سنجش دانش ساختاری افعال زمان گذشته را به عنوان پس آزمون دریافت نمودند. بررس نتایج با استفاده از تحلیل آماری انکووا نشان داد زبان آموزان سطح پیش متوسط در گروه آزمایشی نسبت به گروه کنترلی عملکرد بهتری داشتند. در حالیکه که تفاوت معناداری در بین دو گروه زبان آموزان سطح پس متوسط مشاهده نشد. نتایج مطالعه حاضر راهکارهایی عملی برای زبان آموزان و معلمان زبان خارجه و همچنین طراحان برنامه درسی و تهیه کنندگان مطالب آموزشی دارد.
Abdu, A.-M., & Nagaratnam, R. P. (2011). Difficulties in teaching and learning grammar in an EFL context. International Journal of instruction, 4(2).
Agrawal, S., Tang, J., & Brown, D. (1990). Analytical study of phosphorothioate analogues of oligodeoxynucleotides using high-performance liquid chromatography. Journal of Chromatography A, 509(2), 396-399.
Anderson, N. (2005). L2 learning strategies’ in E. Hinkel (ed.). Handbook of Research in Second Language Teaching and Learning. In: Mahwah, NJ: Lawrence Erlbaum.
Ardillah, A. (2019). The use of diary writing to improve student'writing skill in recount text of SMP Negeri 1 Candi Sidoarjo Universitas Negeri Malang].
Bagheri, S., & Pourgharib, B. (2013). An investigation of the effect of journal writing on EFL learners’ oral production.
Bailey, K. M. (1983). Competitiveness and anxiety in adult second language learning: Looking at and through the diary studies. Classroom oriented research in second language acquisition, 3(5), 67-102.
Bailey, K. M. (1990). The use of diary studies in teacher education programs. Second language teacher education, 215-226.
Bailey, K. M., Bailey, K. M., Nunan, D., & Swan, M. (1996). Voices from the language classroom: Qualitative research in second language education. Cambridge University Press.
Baleghizadeh, S., & Farshchi, S. (2009). An exploration of teachers' beliefs about the role of grammar in Iranian high schools and private language institutes. Journal of English Language Teaching and Learning, 1(212), 17-38.
Barjesteh, H., Vaseghi, R., & Gholami, R. (2011). The effect of diary writing on EFL college students' writing improvement and attitudes. International Conference on Languages, Literature and Linguistics IPEDR,
Brown, H. D. (2007). Teaching by principles: An Interactive approach to language pedagogy . NY: Person Education. In: Inc.
Burton, C. M., & King, L. A. (2004). The health benefits of writing about intensely positive experiences. Journal of research in personality, 38(2), 150-163.
Cohen, J. (1988). Statistical power analysis Jbr the behavioral. Sciences. Hillsdale (NJ): Lawrence Erlbaum Associates, 18-74.
Collentine, J., Long, M. H., & Doughty, C. J. (2009). The handbook of language teaching.
Daniels, K., & Harris, C. (2005). A daily diary study of coping in the context of the job demands–control–support model. Journal of Vocational Behavior, 66(2), 219-237.
Dincel, B. K., & Savur, H. (2019). Diary Keeping in Writing Education. Journal of Education and Training Studies, 7(1), 48-59.
Douglas Brown, H. (1994). Teaching by principles: An interactive approach to language pedagogy. In: Prentice Hall Regents, USA.
Ellis, N. C., & Larsen-Freeman, D. (2009). Language as a complex adaptive system (Vol. 11). John Wiley & Sons.
Hadley, P. A. (2006). Assessing the emergence of grammar in toddlers at risk for specific language impairment. Seminars in Speech and Language,
Harmer, J. (1991). The Practice Of English Language Teaching.
Hiemstra, R. (2001). Uses and benefits of journal writing. New directions for adult and continuing education, 2001(90), 19.
Indreswari, P. D. (2017). Improving the Writing Skills of Grade VIII Students of SMP N 1 Prambanan, Sleman in the Academic Year of 2014/2015 Through Diary Writing Activities with Peer Feedback and Teacher Feedback. English Language Teaching Journal, 6(3), 140-144.
Kacewicz, E., Slatcher, R. B., & Pennebaker, J. W. (2007). Expressive writing: An alternative to traditional methods. In Low-cost approaches to promote physical and mental health (pp. 271-284). Springer.
Kapur, K. (2009). Teaching English at the primary level in India: An overview. Young learner English language policy and implementation: International perspectives, 79-87.
Larsen-Freeman, D. (2003). Teaching language: From grammar to grammaring. Heinle & Heinle Pub.
Lillo-Martin, D. (1985). The Acquisition of Spatially Organized Syntax. Papers and reports on child language development, 24, 70-78.
Lush, B. (2002). Writing errors: A study of Thai students’ writing errors. Thai TESOL Bulletin, 15(1), 75-82.
MacGowan-Gilhooly, A. (1991). Fluency first: Reversing the traditional ESL sequence. Journal of Basic Writing, 73-87.
McDonough, S., & McDonough, S. (1997). Research methods as part of English language teacher education. English Language Teacher Education and Development, 3(1), 84-96.
McLaughlin, B., Rossman, T., & McLeod, B. (1983). Second language learning: An information‐processing perspective 1. Language learning, 33(2), 135-158.
Nunan, D. (1998). Teaching grammar in context.
Nunan, D., David, N., & Swan, M. (1992). Research methods in language learning. Cambridge university press.
Pennebaker, J. W. (2004). Writing to heal: A guided journal for recovering from trauma and emotional upheaval. New Harbinger Publisher.
Peterson, M. (2012). EFL learner collaborative interaction in Second Life. ReCALL, 24(1), 20-39.
Poppleton, S., Briner, R. B., & Kiefer, T. (2008). The roles of context and everyday experience in understanding work‐non‐work relationships: A qualitative diary study of white‐and blue‐collar workers. Journal of Occupational and Organizational Psychology, 81(3), 481-502.
Porter, P. A., Goldstein, L. M., Leatherman, J., & Conrad, S. (1990). An ongoing dialogue: Learning logs for teacher preparation. Second language teacher education, 176, 227-240.
Porto, M. (2007). Learning diaries in the English as a foreign language classroom: A tool for accessing learners' perceptions of lessons and developing learner autonomy and reflection. Foreign Language Annals, 40(4), 672-696.
Puengpipattrakul, W. (2009). The use of journals to develop grammatical accuracy in writing. Manusya: Journal of Humanities, 12(2), 90-108.
Reis, H. T. (1994). Domains of experience: investigating relationship processes from three perspectives.
Richards, J. C. (2008). Moving beyond the plateau. Cambridge University Press New York, NY.
Rokni, S. A., & Seifi, A. (2013). The effect of dialog journal writing on EFL learners’ grammar knowledge. Journal of Language and Linguistic Studies, 9(2).
Rowntree, D. (1982). A dictionary of education. Barnes & Noble Books.
Rubin, J. (2003). Diary writing as a process: Simple, useful, powerful. Guidelines. 25.2, 10-14. Journal of the.
SETIAWAN, W. A. (2019). IMPROVING STUDENTSWRITING ABILITY THROUGH WRITING DIARY (A Classroom Action Research at Tenth Grade in SMK Komputama Jeruklegi) UNIVERSITAS MUHAMMADIYAH PURWOKERTO].
Shormani, M. Q. (2014). Mentalo-Behaviorist approach to language acquisition. Journal of Teaching and Teacher Education, 2(02).
Taqi, H. A., Akbar, R., Al-Nouh, N., & Dashti, A. (2015). The effect of diary writing on EFL students’ writing and language abilities. British Journal of Education, 3(2), 75-91.
Thornbury, S. (1999). How to teach grammar. Harlow, UK. In: Pearson Education Ltd. Thorndike, EL (1999). Education psychology: Briefer ….
Wajnryb, R., & Maley, A. (1990). Grammar dictation (Vol. 3). Oxford University Press.
Weaver, C., McNally, C., & Moerman, S. (2001). To grammar or not to grammar: That is not the question. Voices from the Middle, 8(3), 17-33.
Wheeler, L., & Reis, H. T. (1991). Self‐recording of everyday life events: Origins, types, and uses. Journal of personality, 59(3), 339-354.
Xu, Q. (2009). Moving beyond the intermediate EFL learning plateau. Asian Social Science, 5(2), 66-68.
Yi, F. (2011). Plateau of EFL learning: A psycholinguistic and pedagogical study. Available online at wlkc. nbu. edu. cn/jpkc_ nbu/daxueyingyu.
Yoshihara, R. (2008). The bridge between students and teachers: The effect of dialogue journal writing. Language Teacher, 32(11), 3-7.
Yüce, E. (2020). Keeping online diary as an integrated activity for developing writing skill in EFL classes through Penzu. Bartin Üniversitesi Egitim Fakültesi Dergisi, 9(1), 132-140.
