The Effects of Dialogue Journal Writing on the EFL Students‟ Writing Performance and Writing Motivation at Andinet International School: Grade Six in Focus
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Date
2021-05
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Addis Ababa University
Abstract
The major concern of this study was whether the dialogue journal writing had an effect on the students’ writing performance and writing motivation of EFL students of Andinet International School, Grade Six in focus. The writing features dialogue journal could address and the perceptions of students about dialogue journal were also assessed. A total of 45 subjects were involved in the study. The subjects were divided in to the experimental and the control group at the beginning of the study. The students were made to write a personal narrative paragraphs as a pre-test. The pre-and post-questionnaires, which examines students’ intrinsic writing motivation, and interview were also given to the experimental group of students before and after the study. This was used to investigate whether the dialogue journal had an effect on students’ intrinsic writing motivation before and after the study.
The analysis of the students’ written text results showed that there was significant difference in overall writing performance between the control and the experimental group in terms of the high order of features of writing: content, organization, and vocabulary. As the t-test result revealed that the critical t-value (df=43,) at the 0.05 level of significance is 2.0617, and the calculated t-value was found to be 3.514, p=0.00. There was also significant difference in students’ intrinsic writing motivation. The experimental students’ intrinsic motivation was highly increased. The students had also a positive attitude towards the practice of dialogue journal writing.
However, there was no significant difference between in the low order of writing features: grammar, punctuation, capitalization, and spelling.
Based on the findings, it is concluded that use of dialogue journal may be an effective technique in teaching writing in EFL settings. Therefore, teachers should use dialogue journals to help students who have difficulties to produce ideas, that is, content what to say.
Finally, though as this study is limited to one school, hopefully, it opens a new insight for further study to the area. (millasaint7@gmail.com)
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Journal Writing