Effects of Journal Writing on Novice EFL Learners

2016 Fiscal Year Final Research Report

• Project/Area Number: 26370640
• Research Category: Grant-in-Aid for Scientific Research (C)
• Allocation Type: Multi-year Fund
• Section: 一般
• Research Field: Foreign language education
• Research Institution: Teikyo University of Science & Technology
• Principal Investigator: Baba Chiaki 帝京科学大学, 生命環境学部, 准教授 (50465374)
• Project Period (FY): 2014-04-01 – 2017-03-31
• Keywords: ジャーナルライティング / フィードバック効果 / 教室でのライティング活動 / 動機づけ

Outline of Final Research Achievements

In this study, novice learners wrote journal assignments in their houses in the spring semester, and in the classroom in the fall semester. Half of them were given teacher feedback only and the rest of them were given both teacher and peer feedback.
The results showed that novice learners tended to write journals in their classroom rather than in their houses. Many of them had not mastered good study habits and never do their homework in their houses. The researcher found that only teacher feedback helped improve novice learners’ English proficiency, while peer feedback improved their motivation for writing journals. Also, teacher comments on both English grammar and content of their journals are needed for novice EFL learners. The comments from the teacher are important for creating rapport between the teacher and the learners.

Free Research Field

英語教育学