The impact of dialogue Journals on student´s writing

Ilustraciones, gráficas

Autores:: Murillo Zabala, Yina Carolina

Tipo de recurso:: Masters Thesis

Fecha de publicación:: 2021

Institución:: Universidad de Caldas

Repositorio:: Repositorio U. de Caldas

Idioma:: eng

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dc.title.eng.fl_str_mv	The impact of dialogue Journals on student´s writing
title	The impact of dialogue Journals on student´s writing
spellingShingle	The impact of dialogue Journals on student´s writing Lenguaje Profesores Enseñanza Dialogue journals Students' writing Writing abilities Learners confidence Writing content Learn vocabulary Increase confidence
title_short	The impact of dialogue Journals on student´s writing
title_full	The impact of dialogue Journals on student´s writing
title_fullStr	The impact of dialogue Journals on student´s writing
title_full_unstemmed	The impact of dialogue Journals on student´s writing
title_sort	The impact of dialogue Journals on student´s writing
dc.creator.fl_str_mv	Murillo Zabala, Yina Carolina
dc.contributor.advisor.none.fl_str_mv	Gallego Castaño, Liliana del Pilar
dc.contributor.author.none.fl_str_mv	Murillo Zabala, Yina Carolina
dc.subject.lemb.none.fl_str_mv	Lenguaje Profesores Enseñanza
topic	Lenguaje Profesores Enseñanza Dialogue journals Students' writing Writing abilities Learners confidence Writing content Learn vocabulary Increase confidence
dc.subject.proposal.eng.fl_str_mv	Dialogue journals Students' writing Writing abilities Learners confidence Writing content Learn vocabulary Increase confidence
description	Ilustraciones, gráficas
publishDate	2021
dc.date.accessioned.none.fl_str_mv	2021-07-06T21:28:06Z
dc.date.available.none.fl_str_mv	2021-07-06T21:28:06Z
dc.date.issued.none.fl_str_mv	2021-07-07
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identifier_str_mv	Universidad de Caldas Repositorio institucional Universidad de Caldas
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dc.relation.references.spa.fl_str_mv	Alqahtani, M. (2015). The importance of vocabulary in language learning and how to be taught. International Journal of Teaching and Education,III(3), 21-34. https://doi.org/10.20472/TE.2015.3.3.002 Antón, M., and DiCamilla, F. (1998). Socio-cognitive functions of L1 collaborative interaction in the L2 classroom. Canadian modern language review, 54(3), 314-342. Astika, G. G. (1993). Analytical assessments of foreign students’ writing.RELC Journal,24(1), 61-70. https://doi.org/10.1177/003368829302400104 Bae, J., and Bachman, L. F. (2010). An investigation of four writing traits and two tasks across two languages. Language Testing, 27(2), 213-234. Ballantyne, R., & Packer, J. (1995). Making connections: Using student journals as a teaching/learning aid. Baxter, S. (2009). Journals in the language classroom. english teaching forum, 4, 22-26. Retrieved from: Baxter, S. (2009). Journals in the language classroom. english teaching forum, 4, 22-26. Bean, J. C. (1996). Engaging ideas: The professor’s guide to integrating writing, critical thinking, and active learning in the classroom. San Francisco: Jossey-Bass. Bell, J. S. (1995). The relationship between l1 and l2 literacy: some complicating factors. TESOL Quarterly, 29(4), 687. https://doi.org/10.2307/3588170 Berman, R. (1994). Learners’ transfer of writing skills between languages. TESL Canada Journal, 12(1), 29. https://doi.org/10.18806/tesl.v12i1.642 Berne, J. I., & Blachowicz, C. L. Z. (2008). What reading teachers say about vocabulary instruction: Voices from the classroom. The Reading Teacher, 62(4), 314-323. https://doi.org/10.1598/RT.62.4.4 Blackmore-Squires, S. (2010). An investigation into the use of blog as a tool to improve writing in the second language classroom (MA dissertstion). Submitted to the University of Manchester. Retrieved February 2020 from http://www.asian-efljournal.com/Thesis/Thesis-Squires.pdf. Bhushan , R. (2014). Fostering writing and critical thinking through dialogue journal. International Journal of English Language and translation studies, 2(2), 71-78. Retrieved from: https://www.academia.edu/7341535/Fostering_Writing_and_Critical_Thinking_through _Dialogue_Journal Bridgeman, B., & Carlson, S. (1983). Survey of academic writing tasks required of graduate and undergraduate foreign students. ETS Research Report Series, 1983(1), i-38 Calkins, L. (1994). The art of teaching writing (New ed). Portsmouth, N.H: Heinemann. Cohen, A. D., and Brooks‐Carson, A. (2001). Research on direct versus translated writing: Students' strategies and their results. The modern language journal, 85(2), 169-188 Cook, V. (2001). Using the first language in the classroom. Canadian Modern Language Review, 57(3), 402-423. https://doi.org/10.3138/cmlr.57.3.402 Coxhead, A. (2012). Academic vocabulary, writing and english for academic purposes: Perspectives from second language learners. RELC Journal, 43(1), 137-145. https://doi.org/10.1177/0033688212439323 Cummins, J. (1978). The cognitive development of children in immersion programs. Canadian Modern Language Review, 34(5), 855-883. https://doi.org/10.3138/cmlr.34.5.855 Cumming, S. and Ono, T. (1997). Discourse and grammar. In T. A. van Dijk (Ed.),Discourse as structure and process: Discourse studies: A introduction (Vol. 1, pp. 112-137). London: SAGE Publications Ltd doi: 10.4135/9781446221884.n4 Drew, P., & Sorjonen, M.-L. (1997). Institutional dialogue. In T. A. van Dijk (Ed.), Discourse as social interaction: Discourse studies: A multidisciplinary introduction, 2 (pp. 92–118). Sage Publications, Inc. Flower, L., & Hayes, J. R. (1980). The cognition of discovery: Defining a rhetorical problem. College composition and communication, 31(1), 21-32. Freeman, D. (1998). Doing teacher-research: From inquiry to understanding. NY: Heinle & Heinle Publishers Graham, S. (1990). The role of production factors in learning disabled students’ compositions. Journal of Educational Psychology, 82(4), 781-791. https://doi.org/10.1037/0022-0663.82.4.781 Graham, S. (1999). Handwriting and spelling instruction for students with learning disabilities: A review. Learning Disability Quarterly, 22, 78–98. https://doi.org/10.2307/1511268 Graham, S. (2006). Strategy Instruction and the Teaching of Writing: A Meta-Analysis. In C. A. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of writing research (p. 187– 207). The Guilford Press. Graham, S., Harris, K. R., and Mason, L. (2005). Improving the writing performance, knowledge, and self-efficacy of struggling young writers: The effects of self-regulated strategy development. Contemporary Educational Psychology, 30(2), 207-241. https://doi.org/10.1016/j.cedpsych.2004.08.001 Graham, S., Berninger, V., and Abbott, R. (2012). Are attitudes toward writing and reading separable constructs? A study with primary grade children. Reading & Writing Quarterly, 28(1), 51-69. https://doi.org/10.1080/10573569.2012.632732 Graham, S., Harris, K. R., & Chorzempa, B. F. (2002). Contribution of spelling instruction to the spelling, writing, and reading of poor spellers. Journal of Educational Psychology, 94(4), 669-686. https://doi.org/10.1037/0022-0663.94.4.669 Han, F. E. I. F. E. I., & Stevenson, M. A. R. I. E. (2008). Comprehension monitoring in first and foreign language reading. University of Sydney Papers in TESOL, 3, 73-110. Harmer, J. (2004). How to teach writing. Recuperado de https://www.academia.edu/41442986/Jeremy_Harmer_How_to_Teach_Writing_Longman_ 2004 Harmer, J. (2007). The practice of English language teaching. : Pearson Longman. Harris, K. R., Graham, S., and Mason, L. H. (2003). Self-regulated strategy development in the classroom: Part of a balanced approach to writing instruction for students with disabilities. Focus on Exceptional Children, 35(7), 1-16 Helsel, L., & Greenberg, D. (2007). Helping struggling writers succeed: A self-regulated strategy instruction program. The Reading Teacher, 60(8), 752-760. https://doi.org/10.1598/RT.60.8.5 Holmes, V.L., and Moulton, M.R. (1997). Dialogue journals as an ESL learning strategy. Journal of Adolescent & Adult literacy, 40(8), 616-621. Husain, K. (1995). Assessing the role of translation as a learning strategy in ESL. International Journal of Translation, 1(2): 59-84. IPL. (s. f.). Phonetic errors in spelling. Recuperado 27 de julio de 2020, de https://www.ipl.org/essay/Phonetic-Errors-In-Spelling-P35U8N2PJE86 Johnson, M. M. (2013). The relationship between spelling ability and reading fluency and comprehension in elementary students (Master of arts in education, Northern Michigan University). Recuperado de https://www.nmu.edu/education/sites/DrupalEducation/files/UserFiles/Johnson_Mandi_ MP.pdf Knoblauch, C. H., and Brannon, L. (1983). Writing as learning through the curriculum. College English, 45(5), 465. https://doi.org/10.2307/376844 Kose, E. (2005). Impact of Dialog Journals on Language Anxiety and Classroom Affect. Unpublished Master's Thesis. Bilkent University, Ankara, Turkey. Kreeft, J. (1984). Dialogue Writing: Analysis of Student-Teacher Interactive Writing in the Learning of English as a Second Language. Larrotta, C. (2008). Written conversations with hispanic adults developing english literacy. Adult basic education and literacy journal 2 (1): 13–23. Larsen-Freeman, D. (2003). Teaching language: from grammar to grammaring. Boston, MA: Thompson-Heinle. Lester, J. (1992). The Research Paper Handbook. U.S.A: Scot Foresman and Company Linnell, K. M. 2010. Using dialogue journals to focus on form. Journal of Adult Education 39 (1): 23–28. Lucas, T. (1990). Personal journal writing as a classroom genre. In J.K. Peyton (Ed.), Students and teachers writing together: Perspective on journal writing (pp. 9- 123). Alexandria, VA: Teachers of English to Speakers of Other Languages McGrail, L. (1996). Full cycle: From journal writing to “codes” to writing. In J.K. Peyton & J. Staton (Eds.), Writing our lives: Reflections on dialogue journal writing with adults learning English (pp. 71-74). Washington, DC and McHenry, IL: Center for Applied Linguistics and Delta Systems Meeks, L. (2003). Spelling does matter! Special education perspectives, 12, 1, 47 – 60. Moon, J.A. (1999). Reflection in learning and professional development: Theory and practice. London: Routledge/Kogan Page Limited. Moon, J.A. (2001). Short courses and workshops: Improving the impact of learning and professional development. London: Routledge/Kogan Page Limited. Moon, J.A. (2006). Learning journals: A handbook for academics, students and professional development. Second Edition. London: Routledge/Kogan Page Limited. Murray, L. (2009). An english grammar. Hard Press Neuman, S. B., & Dwyer, J. (2009). Missing in action: Vocabulary instruction in pre-k. The Reading Teacher, 62(5), 384-392. https://doi.org/10.1598/RT.62.5. Ochs, E., Schegloff, E. A., & Thompson, S. (1999). Interaction and grammar. Studies in Second Language Acquisition, 21(1), 149-150. https://doi.org/10.1017/S0272263199211059 Orem, R. 2001. Journal writing in adult ESL: Improving practice through reflective writing. New Directions for Adult and Continuing Educa - tion 90: 69–78. Paker, T., and Karaağaç, Ö. (2015). The use and functions of mother tongue in efl classes. Procedia - Social and Behavioral Sciences, 199, 111-119. https://doi.org/10.1016/j.sbspro.2015.07.494 Pearson, P. D., Hansen, J., & Gordon, C. (1979). The effect of background knowledge on young children's comprehension of explicit and implicit information. Journal of reading behavior, 11(3), 201-209. Peng, C.Y. (2007). The effect of online journal writing on writing performance and writing self-efficacy of undergraduate students – A case of Chaoyang University of Technology. Unpublished Master’s Thesis, Chaoyange University of Technology. Taichung, ROC. Peyton, J.K. (1990). Dialogue journal writing and the acquisition of English grammatical morphology. In J.K. Peyton (Ed.), Students and teachers writing together: Perspectives on journal writing (pp. 67-97). Alexandria, VA: Teachers of English to Speakers of Other Languages. Peyton J.K. (2000). Dialogue journals: Interactive writing to develop language and literacy. ESL Resources: Digests. National Center for ESL Literacy Education. Retrieved October 20, 2009, from http://www.cal.org/caela/esl_resources/ digests/Dialogue_Journals.html Peyton, J. and Staton, J. (Eds.) (1 993). Dialogue journals in the multilingual classroom: Buildingjluency and writing skills rhrough wrirren interaction. Nonvood, NJ: Ablex. Pritchard, R. J. (1987). Effects on student writing of teacher training in the national writing project model. Written Communication, 4(1), 51-67. https://doi.org/10.1177/0741088387004001003 Santos, T. (1988). Professors' reactions to the academic writing of nonnative‐speaking students. Tesol Quarterly, 22(1), 69-90 Scardamalia, M., and Bereiter, C. (1987). Knowledge telling and knowledge transforming in written composition. Advances in applied psycholinguistics, 2, 142-175. Scardamalia, M., Bereiter, C., and Goleman, H. (1982). The role of production factors in writing ability. in m. nystrand (ed.), What writers know: The language, process, and structure of written discourse (pp. 173-210). Seow, A. (2002). The Writing Process and Process Writing. In J. C. Richards, & W. A. Renandya (Eds.), Methodology in Language Teaching (315-327). USA: Cambridge University Press. Silva, T. (1992). L1 vs L2 writing; ESL graduate students’ perceptions. TESL Canada Journal, 10(1), 27. https://doi.org/10.18806/tesl.v10i1.610 Solati-Dehkordi, S. A.and Salehi, H. (2016). Impact of explicit vocabulary instruction on writing achievement of upper-intermediate efl learners. International Education Studies, 9(4), 141. https://doi.org/10.5539/ies.v9n4p141 Stahl, S. A. & Fairbanks, M. M. (1986). The effects of vocabulary instruction: a modelbased meta analysis. Review of Educational Research,, 56, 72–110 Staton, J. (1987). Dialogue journals. ERIC Digest. ERIC Clearinghouse on Reading and Communication Skills Urbana IL Steffler, D. J. (2001). Implicit cognition and spelling development. Developmental review, 21(2), 168-204. https://doi.org/10.1006/drev.2000.0517 Trites, L. (2001). Journals as self-evaluative, reflective classroom tools with advanced ESL graduate students. In J.I. Burton & M. Carroll (Eds.), Journal writing: Case study in TESOL practice series (pp. 59-70). Alexandria, VA: Teachers of English to speakers of Other Languages, Inc. (TESOL) Walters, J., & Wolf, Y. (1996). Language awareness in non-native writers: metalinguistic judgments of need for revision. Language Awareness, 5(1), 3-25. http://dx.doi.org/10.1080/09658416.1996.9959888 Wang, X.Y. (2004). A study of the effects of student-teacher dialogue journals on EFL writing in high schools in Taiwan. Master thesis. Department of English, National Taiwan Normal University. Taipei, Taiwan. Yoshihara, R. (2008). The bridge between students and teachers: The effect of dialogue journal writing. Language Teacher, 32(11), 3-7. Young, A (1999). Teaching writing across the curriculum (third ed.). NJ: Prentice Hall.
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spelling	Gallego Castaño, Liliana del Pilar65aee2c8d73271a0038b2e2ee8571462Murillo Zabala, Yina Carolina68e71ed018eb897969647cc1e50df8682021-07-06T21:28:06Z2021-07-06T21:28:06Z2021-07-07https://repositorio.ucaldas.edu.co/handle/ucaldas/16854Universidad de CaldasRepositorio institucional Universidad de Caldashttps://repositorio.ucaldas.edu.co/Ilustraciones, gráficaseng: The purpose of this research was to measure the impact of dialogue journals on student’s writing. To achieve that goal, seventh graders between twelve and fourteen years old at San Rafael School in Valencia- Córdoba, learners were monitored in an EFL setting in order to determine how their writing abilities improved. Several strategies were implemented in class through writing activities led by a dialogue journal. This study was implemented at different stages: the diagnosis stage based on data collected from three instruments (survey, a test, and an interview) ; the action stage carried out through a series of class workshops; and the evaluation stage also based on three data-collection instruments incorporating (a teachers' diary, an outsider observation and a self-reflection questionnaire). The findings reported the usefulness of dialogue journals in the EFL classroom as a means to improve writing performance, vocabulary, and attitude of the participants. In conclusion, being conscious of the importance of using dialogue journals in classes, which demonstrate to be an efficient tool for learners to strengthen writing, learn vocabulary and increase confidence while writing, and at the same time, encouraging teachers know, analyze, use and implement new aspects when teaching children and teenagers how to write for communicate.spa: El propósito de esta investigación fue medir el impacto de los diarios de diálogo en la escritura de los estudiantes. Para lograr ese objetivo, los estudiantes de séptimo grado entre doce y catorce años de la escuela San Rafael en Valencia-Córdoba, fueron monitoreados en un entorno de inglés como lengua extranjera para determinar cómo mejoraron sus habilidades de escritura. Se implementaron varias estrategias en clase a través de actividades de escritura dirigidas por un diario de diálogo. Este estudio se implementó en diferentes etapas: etapa de diagnóstico a partir de datos recolectados de tres instrumentos (encuesta, prueba y entrevista); la etapa de acción realizada a través de una serie de talleres de clase; y la etapa de evaluación también se basa en la incorporación de tres instrumentos de recolección de datos (un diario del maestro, una observación externa y un cuestionario de autorreflexión). Los hallazgos informaron la utilidad de los diarios de diálogo en el aula de inglés como lengua extranjera como un medio para mejorar el rendimiento de la escritura, el vocabulario y la actitud de los participantes. En conclusión, ser consciente de la importancia de utilizar diarios de diálogo en las clases, los cuales demuestran ser una herramienta eficaz para que los alumnos fortalezcan la escritura, aprendan vocabulario y aumenten la confianza en la escritura, y al mismo tiempo, incentivar a los profesores a conocer, analizar, utilizar y implementar nuevos aspectos a la hora de enseñar a los niños y adolescentes a escribir para comunicarse.Abstract/ Introduction / 3 Justification / 3.1 Context of research/ 3.2 Description of the problem/ 3.3 Research question/ 4 Objectives/ 4.1 Research objectives / 5 General research/ 5.1 Specific research/ 5.2 Pedagogical objectives: / 5.2.1 General pedagogical objective/ 5.2.2 Specific pedagogical/ 6 Theoretical Framework / 6.1 What is a dialogue journal? / 6.2 The importance of vocabulary in writing / 6.3 Grammar in writing / 6.4 The spelling of words/ 6.5 Diminishing dependence in L1 learners/ 6.6 Writing content strategy / 6.7 Studies about the impact of dialogue journals on student’s writing/ 7 Methodology / 7.1 Type of study/ 7.2 Participants/ 7.3 Data collection and instruments / 7.4 Researcher journal / 7.5 Outsider observation/ 7.6 Self-reflection questionnaire/ 8 Research stages / 8.1 Diagnostic stage/ Dialogue journals on students writing/ 8.2 Action Stage / 8.3 Evaluation stage/ 8.4 Workshop 3: Jobs and occupations / 9 Findings/...90 10 Conclusions and pedagogical implications / recommendation/ 11 References / 12 Annexes.MaestríaMagister en Didáctica del Inglés - Manizalesapplication/pdfengThe impact of dialogue Journals on student´s writingTrabajo de grado - Maestríahttp://purl.org/coar/resource_type/c_bdccTextinfo:eu-repo/semantics/masterThesishttp://purl.org/coar/version/c_970fb48d4fbd8a85Facultad de Artes y HumanidadesMonteríaMaestría en Didáctica del Inglés - ManizalesAlqahtani, M. (2015). The importance of vocabulary in language learning and how to be taught. International Journal of Teaching and Education,III(3), 21-34. https://doi.org/10.20472/TE.2015.3.3.002Antón, M., and DiCamilla, F. (1998). Socio-cognitive functions of L1 collaborative interaction in the L2 classroom. Canadian modern language review, 54(3), 314-342.Astika, G. G. (1993). Analytical assessments of foreign students’ writing.RELC Journal,24(1), 61-70. https://doi.org/10.1177/003368829302400104Bae, J., and Bachman, L. F. (2010). An investigation of four writing traits and two tasks across two languages. Language Testing, 27(2), 213-234.Ballantyne, R., & Packer, J. (1995). Making connections: Using student journals as a teaching/learning aid.Baxter, S. (2009). Journals in the language classroom. english teaching forum, 4, 22-26. Retrieved from: Baxter, S. (2009). Journals in the language classroom. english teaching forum, 4, 22-26.Bean, J. C. (1996). Engaging ideas: The professor’s guide to integrating writing, critical thinking, and active learning in the classroom. San Francisco: Jossey-Bass.Bell, J. S. (1995). The relationship between l1 and l2 literacy: some complicating factors. TESOL Quarterly, 29(4), 687. https://doi.org/10.2307/3588170Berman, R. (1994). Learners’ transfer of writing skills between languages. TESL Canada Journal, 12(1), 29. https://doi.org/10.18806/tesl.v12i1.642Berne, J. I., & Blachowicz, C. L. Z. (2008). What reading teachers say about vocabulary instruction: Voices from the classroom. The Reading Teacher, 62(4), 314-323. https://doi.org/10.1598/RT.62.4.4Blackmore-Squires, S. (2010). An investigation into the use of blog as a tool to improve writing in the second language classroom (MA dissertstion). Submitted to the University of Manchester. Retrieved February 2020 from http://www.asian-efljournal.com/Thesis/Thesis-Squires.pdf.Bhushan , R. (2014). Fostering writing and critical thinking through dialogue journal. International Journal of English Language and translation studies, 2(2), 71-78. Retrieved from: https://www.academia.edu/7341535/Fostering_Writing_and_Critical_Thinking_through _Dialogue_JournalBridgeman, B., & Carlson, S. (1983). Survey of academic writing tasks required of graduate and undergraduate foreign students. ETS Research Report Series, 1983(1), i-38Calkins, L. (1994). The art of teaching writing (New ed). Portsmouth, N.H: Heinemann.Cohen, A. D., and Brooks‐Carson, A. (2001). Research on direct versus translated writing: Students' strategies and their results. The modern language journal, 85(2), 169-188Cook, V. (2001). Using the first language in the classroom. Canadian Modern Language Review, 57(3), 402-423. https://doi.org/10.3138/cmlr.57.3.402Coxhead, A. (2012). Academic vocabulary, writing and english for academic purposes: Perspectives from second language learners. RELC Journal, 43(1), 137-145. https://doi.org/10.1177/0033688212439323Cummins, J. (1978). The cognitive development of children in immersion programs. Canadian Modern Language Review, 34(5), 855-883. https://doi.org/10.3138/cmlr.34.5.855Cumming, S. and Ono, T. (1997). Discourse and grammar. In T. A. van Dijk (Ed.),Discourse as structure and process: Discourse studies: A introduction (Vol. 1, pp. 112-137). London: SAGE Publications Ltd doi: 10.4135/9781446221884.n4Drew, P., & Sorjonen, M.-L. (1997). Institutional dialogue. In T. A. van Dijk (Ed.), Discourse as social interaction: Discourse studies: A multidisciplinary introduction, 2 (pp. 92–118). Sage Publications, Inc.Flower, L., & Hayes, J. R. (1980). The cognition of discovery: Defining a rhetorical problem. College composition and communication, 31(1), 21-32.Freeman, D. (1998). Doing teacher-research: From inquiry to understanding. NY: Heinle & Heinle PublishersGraham, S. (1990). 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

The impact of dialogue Journals on student´s writing

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