A Dialogue Journal Study with Korean College Freshmen
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참고문헌
초록
The effect of dialogue journal writing on heightening writing ability has been empirically substantiated from both first language and second language studies. This experimental study examined the effect of dialogue journal writing on the writing ability of EFL college freshmen in Korea. Subjects were 207 students in four intact sections of a freshman English reading course. For a 10-week period, students in two experimental groups wrote dialogue journals, and their progress was compared with the progress of the students in two control groups who answered comprehension questions for the same period. Writing ability was assessed holistically with two essays in a pretest/posttest format. Results indicated that the journal-writing groups progressed better in the area, and that was statistically significant. Supplementarily, a participating teacher, subjects' major fields of study, and the interaction between a teacher and a treatment, respectively, had a noticeable effect on improving writing ability, and those were all statistically significant. Some limitation was also noted.
Abstract
The effect of dialogue journal writing on heightening writing ability has been empirically substantiated from both first language and second language studies. This experimental study examined the effect of dialogue journal writing on the writing ability of EFL college freshmen in Korea. Subjects were 207 students in four intact sections of a freshman English reading course. For a 10-week period, students in two experimental groups wrote dialogue journals, and their progress was compared with the progress of the students in two control groups who answered comprehension questions for the same period. Writing ability was assessed holistically with two essays in a pretest/posttest format. Results indicated that the journal-writing groups progressed better in the area, and that was statistically significant. Supplementarily, a participating teacher, subjects' major fields of study, and the interaction between a teacher and a treatment, respectively, had a noticeable effect on improving writing ability, and those were all statistically significant. Some limitation was also noted.
참고문헌 (29)
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