شماره ركورد كنفرانس :
4701
عنوان مقاله :
The Effect of Reflective Journal Writing on EFL Learners’ Autonomy
عنوان به زبان ديگر :
The Effect of Reflective Journal Writing on EFL Learners’ Autonomy
پديدآورندگان :
Nourdad Nava nourdad@tabrizu.ac.ir Department of English Language and Literature, University of Tabriz, Tabriz, Iran
كليدواژه :
Reflective learning , Journal writing , Learners’ Autonomy , Alternative assessment
عنوان كنفرانس :
دومين كنفرانس ملي مطالعات زبان انگليسي: بررسي مسائل آموزش زبان از منظر زبانشناسي كاربردي
چكيده فارسي :
Recently the views on assessment have shifted toward alternative assessments since they not only merge assessment with learning, but also focus on both process and product. Journal assessment as an alternative assessment has, specifically, gained cogency during the past three decades. Considering many advantages of journal writing the present quasi-experimental study was designed to investigate its probable effects on one of the most important features of language learners namely autonomy. Accordingly, 44 preintermediate EFL learners were selected based on convenient sampling, 39 of whom were homogenized by PET test as the participants. They were then randomly assigned as experimental and control groups. Macaskill and Taylor’s (2010) Autonomous Learning Scale was applied both before and after the treatment. The results of t-test revealed a significant higher autonomy in post-test of the experimental group. This finding can have valuable pedagogical implications for language teachers, learners, and curriculum developers which are discussed in detail.
چكيده لاتين :
Recently the views on assessment have shifted toward alternative assessments since they not only merge assessment with learning, but also focus on both process and product. Journal assessment as an alternative assessment has, specifically, gained cogency during the past three decades. Considering many advantages of journal writing the present quasi-experimental study was designed to investigate its probable effects on one of the most important features of language learners namely autonomy. Accordingly, 44 preintermediate EFL learners were selected based on convenient sampling, 39 of whom were homogenized by PET test as the participants. They were then randomly assigned as experimental and control groups. Macaskill and Taylor’s (2010) Autonomous Learning Scale was applied both before and after the treatment. The results of t-test revealed a significant higher autonomy in post-test of the experimental group. This finding can have valuable pedagogical implications for language teachers, learners, and curriculum developers which are discussed in detail.
