Reflecting Journal Writing and Primary Students’ Writing Fluency
DOI:
https://doi.org/10.2991/assehr.k.211224.001Keywords:
Reflective journal writing; vocabulary acquisition; writing fluency; writing accuracy; writing errorsAbstract
This research attempted to investigate whether reflective journal writing had an impact on the primary students in learning vocabulary and writing in Vinschool Central Park, HCM City, Vietnam. Participants in the study were 60 Level 3 primary students aged 8 to 10 years. Those 60 students were divided into supervisory (n=30) and experimental (n=30) schools. With the Communicative Language Teaching (CLT) approach, both groups were taught, but after three months, the treatment group wrote reflective papers in the wrap-up process of each vocabulary session, while the control group started writing and writing on a regular basis. The research results showed that the RJW had great effects on students’ writing fluency as well as reducing their writing errors. The results present pedagogically important consequences for content designers, language teachers, and students.
References
Al-Rawahi, N. M., & Al-Balushi, S. M. (2015). The Effect of Reflective Science Journal Writing on Students' Self-Regulated Learning Strategies. International Journal of Environmental and Science Education, 10(3), 367-379.
Bel, K. D. (2015). Teacher Perspectives on Reflective Journal Writing. Retrieved from https://tspace.library.utoronto.ca/bitstream/1807/68714/1/DelBel_Kirsten_R_201506_MT_MTRP.pdf January 7ary 2020
Cheng, G. (2017). The impact of online automated feedback on students' reflective journal writing in an EFL course. The Internet and Higher Education, 34, 18-27.
Denne-Bolton, S. (2013). The Dialogue Journal: A Tool for Building Better Writers. In English Teaching Forum (Vol. 51, No. 2, pp. 2-11). US Department of State. Bureau of Educational and Cultural Affairs, Office of English Language Programs, SA-5, 2200 C Street NW 4th Floor, Washington, DC 20037.
Fellner, T., & Apple, M. (2006). Developing writing fluency and lexical complexity with blogs. The jalt call Journal, 2(1), 15-26.
Holmes, V. L., & Moulton, M. R. (1997). Dialogue journals as an ESL learning strategy. Journal of Adolescent & Adult Literacy, 40(8), 616-621.
Homstad, T., & Thorson, H. (1996). Using writing-to-learn activities in the foreign language classroom. University of Minnesota. Center for Interdisciplinary Studies of Writing.
Ho, P.V.P. and Long, N.H., The impacts of task-based speaking activities on English-majored freshmen’s oral performance at Ba Ria-Vung Tau Teacher Training College. Social Sciences, 2014, 4(2), pp.57-69.
Jones, P. and Putncy, V., 1991. The various benefits of dialogue journals. REPORT NO ISBN-0-13-969338-6 PUB DATE 91 CONTRACT RI88062010, p.125.
Krathwohl, D. R. (2002). A Revision of Bloom's Taxonomy: An Overview. Theory Into Practice, 41(4), 212–218. https://doi.org/10.1207/s15430421tip4104_2
Lambert, C., & Kormos, J. (2014). Complexity, accuracy, and fluency in task-based L2 research: Toward more developmentally based measures of second language acquisition. Applied Linguistics, 35(5), 607-614.
Laqaei, N. S., & Mall-Amiri, B. (2015). The impact of reflective writing on writing achievement, vocabulary achievement and critical thinking of intermediate EFL learners. Journal of Studies in Education, 5(3), 174-211. https://doi.org/10.5296/jse.v5i3.7964
Larrotta, C. (2008). Written Conversations with Hispanic Adults Developing English Literacy. Adult Basic Education and Literacy Journal, 2(1), 13-23.
Luu, T. T. (2010). Enhancing EFL Learners' Writing Skill via Journal Writing. English Language Teaching, 3(3), 81-88. https://doi.org/10.5539/elt.v3n3p81
Man, C. Y. (2015). Promoting journal writing to enhance students' English competence and learning motivation in a secondary school in Hong Kong. 24.
Martinez-Lage, A. (1993). Dialogue journal writing in the Spanish composition class: Analysis and comparison with teacher-assigned compositions. The Pennsylvania State University.
Orem, R. A. (2001). Journal writing in adult ESL: Improving practice through reflective writing. New Directions for Adult and Continuing Education, 2001(90), 69-78.
Peng, C. Y. (2007). The Effect of Online Journal Writing on Writing Performance and Writing Self-efficiency of Undergraduate students. Chaoyang University of Technology, Taichung, Taiwan.
Pham, V. P. H., Luong, T. K. P., Tran, T. T. O., Nguyen, Q. G. (2020). Should Peer E-Comments Replace Traditional Peer Comments? International Journal of Instruction, 13(1), pp. 295-314. https://doi.org/10.29333/iji.2020.13120a
Pham, V. P. H. & Pham, N. T. D. (2015). Common Errors in Writing Journals of the English-Major Students at HCMC Open University. Journal of Science – HCMC Open University, 2 (14), pp. 52- 61.
Pham, V. P. H. & Nguyen, T. B. (2014). The Effects of Communicative Grammar Teaching on Students’ Achievement of Grammatical Knowledge and Oral Production. English Language Teaching (ELT), 7 (6), pp. 74-86, Jun. 2014, ISSN 1916-4742, E-ISSN 1916-4750. DOI: 10.5539/elt.v7n6p74
Pham, V.P.H., Huyen, L.H. and Nguyen, M.T., The incorporation of qualified peer feedback into writing revision. The Asian Journal of Applied Linguistics, 2020, 7(1), pp.45-59.
Pham, V.P.H., The Effects of Collaborative Writing on Students’ Writing Fluency: An Efficient Framework for Collaborative Writing. SAGE Open, 2021, 11(1), p.2158244021998363.
Salem, M. S. A.-S. (2007). The Effect Of Journal Writing On Written Performance, Writing Apprehension, and Attitudes Of Egyptian English Majors. Retrieved January 77th, 2020, from https://etda.libraries.psu.edu/catalog/7894
Sandell, A. (2015). Investigating the Effect of Dialogue Journal in Developing the Writing Accuracy and Writing Fluency of English Language Learners in Non-Formal Educational Setting. Pezzottaite Journals, 4(3), 1802–1808.
Silva, T. (2006). Second Language Writing. In Encyclopedia of Language & Linguistics (pp. 111–118). https://doi.org/10.1016/B0-08-044854-2/00631-3
A. Pnueli, In transition from global to modular temporal reasoning about programs, in: K.R. Apt (Ed.), Logics and Models of Concurrent Systems, Springer, Berlin, Heidelberg, 1984, pp. 123–144. DOI: https://doi.org/10.1007/978-3-642-82453-1_5
B. Meyer, Applying "Design by Contract", Computer 25(10) (1992) 40–51. DOI: https://doi.org/10.1109/2.161279
S. Bensalem, M. Bogza, A. Legay, T.H. Nguyen, J. Sifakis, R. Yan, Incremental component-based construction and verification using invariants, in: Proceedings of the Conference on Formal Methods in Computer Aided Design (FMCAD), IEEE Press, Piscataway, NJ, 2010, pp. 257–256.
H. Barringer, C.S. Pasareanu, D. Giannakopolou, Proof rules for automated compositional verification through learning, in Proc. of the 2nd International Workshop on Specification and Verification of Component Based Systems, 2003.
M.G. Bobaru, C.S. Pasareanu, D. Giannakopoulou, Automated assume-guarantee reasoning by abstraction refinement, in: A. Gupta, S. Malik (Eds.), Proceedings of the Computer Aided Verification, Springer, Berlin, Heidelberg, 2008, pp. 135–148. DOI: https://doi.org/10.1007/978-3-540-70545-1_14
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Pham Vu Phi Ho, Tran Thi Niem My My
This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright
The copyright of all articles published in the Proceedings of the AsiaCALL International Conference (paic) remains with the Authors, i.e. Authors retain full ownership of their article. Permitted third-party reuse of the open access articles is defined by the applicable Creative Commons (CC) end-user license which is accepted by the Authors upon submission of their paper. All articles in the aicp are published under the CC BY-NC 4.0 license, meaning that end users can freely share an article (i.e. copy and redistribute the material in any medium or format) and adapt it (i.e. remix, transform and build upon the material) on the condition that proper attribution is given (i.e. appropriate credit, a link to the applicable license and an indication if any changes were made; all in such a way that does not suggest that the licensor endorses the user or the use) and the material is only used for non-commercial purposes.
