خلاصه ماشینی:
"Learners can respond in the journal to questions like, "Where do you use English?" "What language skills (reading, writing, speaking, listening, use of vocabulary, use of grammar) are you interested in developing?" and "Where are you having the most difficulty with English?" (Bello, 1997; Weddell & Van Duzer, 1997) The writing itself, of course, gives teachers valuable information about what learners know and are able to do in writing.
Method Noting all the benefits associated with using dialogue journals asserted by different scholars and considering the great need to motivate students to write more and enjoy writing as a communicative act, the present work aims at (a) investigating whether writing dialogue journals as a peripheral activity in writing classes at Islamic Azad University of Hamedan can affect students’ interest in writing and thus improve their writing skill, and (b)providing some empirical support to the ideas concerning the use of dialogue journals in teaching writing and thus contribute to the literature in the field.
To do the present work, first of all 160 EFL students at Hamedan Islamic Azad university who had passed their Grammar 1 and 2 courses successfully and had taken the Advanced Writing course, in which the focus is on the development of students’ composition skills were asked to sit for an exam containing 40 multiple-choice items tapping into different aspects of English structure and grammar.
Dialogue journal writing is a way to come into contact with the students (Lockwood & Ross, 2000) and see all the factors - cognitive or affective- which hinder the students’ progress in writing as a communicative activity."