Dialogue Journal in L2 Classroom: A Sociocultural Perspective
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| Title: | Dialogue Journal in L2 Classroom: A Sociocultural Perspective |
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| Language: | English |
| Authors: | Reza G. Samar, Zahra Parsaie |
| Source: | Journal of Second Language Acquisition and Teaching. 2025 31:98-124. |
| Availability: | Arizona Board of Regents for the University of Arizona Interdisciplinary Ph.D. Program in Second Language Acquisition and Teaching and University of Arizona Libraries. 1510 East University Boulevard. Tucson, AZ 85721. e-mail: lbry-journals@email.arizona.edu; Web site: https://journals.librarypublishing.arizona.edu/jslat/ |
| Peer Reviewed: | Y |
| Page Count: | 27 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Descriptors: | Foreign Countries, English (Second Language), Second Language Learning, Student Attitudes, Student Participation, Writing Assignments, Diaries, Dialogs (Language), Self Esteem |
| Geographic Terms: | Iran |
| ISSN: | 2689-8195 |
| Abstract: | This study investigated whether Dialogue Journal Writing (DJW) could improve students' classroom participation and willingness to communicate through sustained written interaction with the teacher, drawing on a sociocultural perspective. The participants included 15 intermediate and upper-beginner EFL learners attending two private language institutes in Iran over a period of 2.5 months. To ensure a comprehensive understanding of the intervention's impact, a triangulated approach to data collection was adopted, incorporating questionnaire data, a participation rubric, semi-structured interviews, and textual analysis of journal entries. The findings revealed statistically significant improvements in both classroom participation and willingness to communicate (p < 0.05). Moreover, the journals served not only as a means of linguistic practice but also as a space for meaningful interaction and individualized feedback from the teacher, effectively fostering learners' development throughout the process. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1489477 |
| Database: | ERIC |
| Abstract: | This study investigated whether Dialogue Journal Writing (DJW) could improve students' classroom participation and willingness to communicate through sustained written interaction with the teacher, drawing on a sociocultural perspective. The participants included 15 intermediate and upper-beginner EFL learners attending two private language institutes in Iran over a period of 2.5 months. To ensure a comprehensive understanding of the intervention's impact, a triangulated approach to data collection was adopted, incorporating questionnaire data, a participation rubric, semi-structured interviews, and textual analysis of journal entries. The findings revealed statistically significant improvements in both classroom participation and willingness to communicate (p < 0.05). Moreover, the journals served not only as a means of linguistic practice but also as a space for meaningful interaction and individualized feedback from the teacher, effectively fostering learners' development throughout the process. |
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| ISSN: | 2689-8195 |
