Impact of Dialogue Journal Writing on EFL Learners’ Self-Regulation and Reading Comprehension Performance

سال انتشار: 1400
محل انتشار: مجله بین المللی زبان و تحقیقات ترجمه، دوره: 1، شماره: 3
کد COI اختصاصی: JR_JLTR-1-3_003
زبان مقاله: انگلیسی
تعداد مشاهده: 271

نویسندگان

Department of English Language, Kerman Branch, Islamic Azad University, Kerman, Iran

چکیده

Dialogue journal writing is an activity by which language participants can make a bond of written communication with their teachers and practice various aspects of the target language. This feature can make dialogue journal writing a learner-centered instrument to improve learners' proficiency in different aspects of language. With this in mind, the present study explored the impact of dialogue journal writing on self-regulation and reading comprehension performance of EFL learners in a language institute. To this purpose, an experimental pre-test, post-test research design was used. The participants of the study were ۶۰ pre-intermediate participants who were divided into experimental and control groups of equal size (۳۰). At the end of the treatment, the participants took a post-test and post-questionnaire of self-regulation and the scores were recorded carefully. The results of the study indicated that the employment dialogue journal writing has a significant impact on Iranian EFL learners’ reading comprehension skill and their self-regulationDialogue journal writing is an activity by which language participants can make a bond of written communication with their teachers and practice various aspects of the target language. This feature can make dialogue journal writing a learner-centered instrument to improve learners' proficiency in different aspects of language. With this in mind, the present study explored the impact of dialogue journal writing on self-regulation and reading comprehension performance of EFL learners in a language institute. To this purpose, an experimental pre-test, post-test research design was used. The participants of the study were ۶۰ pre-intermediate participants who were divided into experimental and control groups of equal size (۳۰). At the end of the treatment, the participants took a post-test and post-questionnaire of self-regulation and the scores were recorded carefully. The results of the study indicated that the employment dialogue journal writing has a significant impact on Iranian EFL learners’ reading comprehension skill and their self-regulation.

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