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The Effects of Dialogue Journal Writing on Korean High School EFL Writing Education

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Min Ju Baek

on 4 April 2013

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Transcript of The Effects of Dialogue Journal Writing on Korean High School EFL Writing Education

Budapest San Francisco [The Effects of Dialogue Journal Writing on Korean High School EFL Writing Education] - Chan-Kyoo Min (Korea Nat'l Univ. of Education, Jin Kim (Yeoido Girls' High School) - I. Introduction - Aimed at developing learners' writing skills
- Not only provide a meaningful context for communication,
but decrease student writing apprehension or anxiety
- Effective for manipulating, organizing and expressing ideas in logical style

"Dialogue Journal Writing Has Not Been Widely Applied in the EFL classroom!"
The process-oriented & learner-based writing techniques Review of Related Literature 1. Teaching Composition in the Korean EFL Classroom
- traditional writing = construct correct sentences
- new concept: process-oriented learning
- emphasized fluency and accuracy in the beginning
- more focus on reading and listening

2. Benefits of Dialogue Journal Writing
- the ultimate goal: helping the teacher and student communicate,
providing a unique opportunity to express ideas
- Strong personal connection between the teacher and student,
Use of writing as a means of genuine communication
- Student: developing writing proficiency
Teacher: recognizing the range of students' English writing facility

3. Previous Studies
- in ESL setting: a valid means for adult ESL students
(including immigrants and refugees)
- in EFL setting: encouraging the use of various language functions,
reducing writing apprehension

"in Korean EFL classes?" <'RQ' in Method> 1) Do they develop
a positive attitude
towards writing in English?

2) Do they improve
their writing ability? 1. Participant - Eleventh grade female student (37)
- English level I (4h) and English conversations (3h) per week
- Pretest: higher scores vs. lower scores
- Assigning different level: high-group / mid-group / low-group 2. Procedures - Students required to write 10 journal entries during 10 weeks,
finding own time for writing
- Pre-treatment: questionnaire, pre-test(writing a letter)
- Writing Dialogue Journals: minimum sentence requirement,
schedule, questionnaire
- Post-treatment: questionnaire, post-test(writing a letter) Measurement and Analysis Instruments i) Questionnaire
- Attitudes, Writing, and Expectations

ii) Writing Assignments

iii) Each Dialogue Journal Entry
- the number of words, sentences per t-unit,
and different clause connectors
- any changes in writing quality, willingness,
and syntactical complexity Result & Discussion:
1) Responses to the Questionnaire Result & Discussion:
2) Analysis of Discrete Ratings of Overall Writing Quality Result & Discussion:
3) Analysis of Each Dialogue Journal Entry < Conclusion > 1) Increased communication
-> positive attitude and increased self-confidence
toward writing in English & the relationship with T

2) Promoted writing quantity &
improved the syntactic complexity

3) Systematic pattern in the writing abilities
of the three different groups (High / Mid / Low)

4) Appropriate for the lower writing ability (vocabulary)

5) Most effective for mid-level group (continuous increase)

6) Chance to experiment for high-level group
(difficult structures and idiomatic expressions) "Helpful!" < Implication > i) DJW is a good way to
understand students' writing ability
and provide individualized help!

ii) Teachers need to be better-trained
in controlling words and structures
and giving comprehensible
but challenging responses! "An Effective &
Pratical Tool!"
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