Seyed Jalal Abdolmanafi ROKNİ, Asieh SEİFİ

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The effect of dialog journal writing on EFL learnersM grammar knowledge

Öğretmenlerin öğrencilerini bağımsız olmaya teşvik etmek amacıyla kullandıkları yöntemlerden biri de onları günlük yazmaya teşvik etmektir. Öğrenciler ilgi alanlarıyla ilgili yazdıkça yazma becerileri gelişecektir. Bu çalışma diyalog günlüğü tutmanın öğrencilerin gramer bilgisi ve kendilerine güven duygusu üzerindeki etkisini araştırmak amacıyla yürütülmüştür. Çalışmada øran, Golestan ÜniversitesiMnden iki doğal sınıf rastgele seçilerek deney ve kontrol grubu olarak belirlenmiştir. Katılımcılar, yaşları 18 ile 23 arasında değişen ve bahar döneminde 12 haftadan oluşan Genel øngilizce derslerine düzenli olarak katılım gösteren 68 öğrenciden oluşmaktadır. Kontrol grubu olağan öğretime tabi tutulurken, deney grubu, dönem sonunda toplamda 12 adet günlük kaydına ulaşacak şekilde, her hafta günlük yazmakla ödevlendirilmiştir. Katılımcıların uygulamadan önce ve sonraki gramer becerilerini ölçmek amacıyla ön test ve son test kullanılmıştır. Çalışmanın sonuçları, diyalog günlüğü yazmanın öğrencilerin gramer bilgisi ve yazma konusunda kendilerine güven duymalarında manidar bir olumlu etkisi olduğunu göstermiştir. Ayrıca çalışmanın sonunda deney grubundaki öğrencilerin büyük çoğunluğu gramer bilgilerini geliştirmek için diyalog günlüğü yazmayı tercih etmişlerdir.

Diyalog günlüğü yazmanın øngilizceyi yabancı dil olarak öğrenen öğrencilerin dil bilgisi üzerindeki etkisi

One way which teachers try to encourage students to become autonomous is by encouraging them to write journals. Students can write about their personal interests as it can improve students writing skills. The present study was done to investigate the impact of dialog journal writing on learnersM grammar development and their confidence. Two intact classes at Golestan University, Iran were randomly selected and assigned as experimental and control groups. The participants were 68 students who ranged in age from 18 to 23 and who regularly attended the general English classes for 12 sessions during the spring semester. The experimental group was instructed to write a journal every session, overall twelve journal entries during the treatment, while the control group received the regular class instruction. A pretest and a posttest were used to evaluate the participant's grammar skill before and after the treatment. The results of the study revealed that journal writing had a significant positive effect on studentsM grammar knowledge and enhanced their confidence in writing. The findings also showed that EFL learners in the experimental group overwhelmingly preferred the DJW project in improving their grammar knowledge. © 2013 The Authors and JLLS. Published by JLLS.
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Journal of Language and Linguistic Studies-Cover
  • ISSN: 1305-578X
  • Başlangıç: 2005
  • Yayıncı: http://www.jlls.org
Arşiv
Sayıdaki Diğer Makaleler

An integrated approach to enhancing prospective English language teachersI writing skills

Recep Şahin ARSLANA

The effect of dialog journal writing on EFL learnersM grammar knowledge

Seyed Jalal Abdolmanafi ROKNİ, Asieh SEİFİ