A Comparison of the Effects of Reflective Learning Portfolios and Dialogue Journal Writing on Iranian EFL Learners’ Accuracy in Writing Performance

Hemmati, Fatemeh; Soltanpour, Fatemeh

doi:10.5539/elt.v5n11p16

Cited by 12 publications

(9 citation statements)

References 22 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Moreover, because the learners in this study were required to revise their written papers based on the feedback they received, this could have made them attend to their errors and increase their level of attention and reflection; therefore, the finding of this study also support the researchers who demonstrated the effectiveness of reflection in their studies (e.g., Hemmati & Soltanpour, 2012;Soltanpour & Valizadeh, 2017). In addition, the finding of this study supports the previous studies which supported the effectiveness of indirect WCF (Karm & Nassaji, 2020).…”

Section: Discussionsupporting

confidence: 63%

A Comparison of the Effects of RevisionMediated and Attention-mediated Indirect Coded Feedback on EFL Learners’ Written Syntactic Accuracy

Nia

Valizadeh

2021

education

View full text Add to dashboard Cite

This study investigated the immediate and sustained effects of revision-mediated (RICF) and attention-mediated (AICF) indirect coded corrective feedback on the written syntactic accuracy development of 50 upper-intermediate Iranian EFL learners assigned to two RICF and AICF groups. They received eight-session treatments, followed by an immediate posttest and then a delayed posttest after a four-week time interval. The collected written scripts were co-rated for syntactic accuracy by the researcher and her colleague. Descriptive and inferential statistical analyses were conducted with SPSS 21. The Wilcoxon Signed Rank Test and the paired-samples t-tests revealed that each treatment separately (i.e., revision-mediated and attention-mediated CF) had a statistically significant impact on EFL learners’ written syntactic accuracy both in the short and long term. Moreover, the independent samples t-tests indicated no significant difference between the effects of revision-mediated and attention-mediated CF on EFL learners’ written syntactic accuracy both in the short and long term. The paper provides discussion and implications.

show abstract

Section: Discussionsupporting

confidence: 63%

A Comparison of the Effects of RevisionMediated and Attention-mediated Indirect Coded Feedback on EFL Learners’ Written Syntactic Accuracy

Nia

Valizadeh

2021

education

View full text Add to dashboard Cite

show abstract

“…This way, the researchers would be able to check if either of the methods were effective in improving writing performance. Hemmati and Soltanpour (2012) found a greater gain of grammatical accuracy in writing as well as overall writing performance in participants who were exposed to reflective learning portfolios (RLP) than those who wrote dialogue journals during a fourteen-session treatment. The authors discussed that RLP necessitates intentional reflection scaffolding by a collaborator while dialogue journal writing requires incidental learning in which the instructor "responses without referring explicitly to the errors" (Ibid, p. 22).…”

Section: Empirical Findingsmentioning

confidence: 96%

The Effect of Dialogue Journal Writing on EFL Learners' Descriptive Writing Performance: A Quantitative Study

Dabbagh

2017

Int. J. Appl. Linguist. Engl. Lit.

View full text Add to dashboard Cite

This study sought to evaluate the effect of dialogue journal writing on writing performance as well as its different sub-components, namely content, organization, vocabulary, language use, and mechanics (Following Polio, 2013). Participants were 84 EFL intermediate learners who were selected based on their performance on Oxford Quick Placement Test (2004) and divided randomly into experimental and control groups. While the participants in the control group took part in descriptive writing pre and post-tests only, their counterparts in experimental group were asked to write 3 journals a week for about 6 months in the period between the pre- and post-tests. The instructor of the experimental group provided feedback to each journal entry mostly on its content and message to which the participants replied in a dialogic manner. Results of independent sample t-test located a significant difference between the experimental and control group regarding the overall writing performance, as well as the sub-components of content, organization, and vocabulary in the post-test. However, the obtained results did not reveal a significant effect of dialogue journal writing on language use and mechanics of writing performance. The results which promise implications for writing instructors, curriculum developers, and material designers are fully discussed.

show abstract

“…The portfolio must include the students' participation in selecting contents, the criteria for selection, and the evidence of student selfreflection. It involves learners in continuous reflection and collaboration, focusing on selective evidence of learning (Hemmati & Soltanpour, 2012), making students evaluate themselves and monitor their progress over time (Zubizarreta, 2009). Moreover, the portfolio can have different forms, such as written text, electronic display, or other creative projects (Zubizarreta, 2008).…”

Section: Reflective Learning Portfolio and Dialogue Journal Writingmentioning

confidence: 99%

“…Foreign language writers usually encounter a significant challenge in developing their writing skills (Evans et al, 2010). The teachers' main challenge in teaching writing is seeing that learners learn from their previous mistakes and acquire writing fluency and accuracy (Hemmati & Soltanpour, 2012).…”

Section: Introductionmentioning

confidence: 99%

The effectiveness of writing techniques in improving students’ writing ability with different self-esteem

Yulianawati

Saleh

Mujiyanto

et al. 2022

SiELE

View full text Add to dashboard Cite

Identifying appropriate writing techniques to help students with different self-esteem improve their writing ability needs to be considered by educators. This study attempted to examine the effectiveness of two writing techniques, Reflective Learning Portfolio (RLP) and Dialogue Journal Writing (DJW) in improving the writing ability of undergraduate students with different self-esteem. A quasi-experimental design was employed in this study. The participants of the study were 62 undergraduate students from a private university in West Java, Indonesia, which were divided into two groups that received different treatments, RLP and DJW techniques. A set of questionnaires to measure students’ self-esteem and writing tests were utilized to collect the data. Data from questionnaires were analyzed by using Likert Scales. Data from pre-test and post-test, to know the effectiveness of RLP and DJW was administered by using a paired t-test. The finding revealed that the writing performance in RLP class was significantly better than in DJW class. In other words, RLP is more effective in teaching writing to students with different self-esteem. The use of explicit teaching, peer feedback, and teacher feedback in RLP class could have caused the RLP technique to be more effective in improving the students’ writing ability compared to the DJW technique.

show abstract

A Comparison of the Effects of Reflective Learning Portfolios and Dialogue Journal Writing on Iranian EFL Learners’ Accuracy in Writing Performance

Cited by 12 publications

References 22 publications

A Comparison of the Effects of RevisionMediated and Attention-mediated Indirect Coded Feedback on EFL Learners’ Written Syntactic Accuracy

A Comparison of the Effects of RevisionMediated and Attention-mediated Indirect Coded Feedback on EFL Learners’ Written Syntactic Accuracy

The Effect of Dialogue Journal Writing on EFL Learners' Descriptive Writing Performance: A Quantitative Study

The effectiveness of writing techniques in improving students’ writing ability with different self-esteem

Contact Info

Product

Resources

About