ERIC Number: ED375627
Record Type: RIE
Publication Date: 1994-Sep
Student Feedback on Dialogue Journals.
Baskin, Rory S.
A survey of first-year high school students of English as a Second Language (ESL) (n=44) investigated their feelings about dialogue journal writing, including what they had learned, what they enjoyed reading and writing, reactions to teacher-generated questions, journal effect on oral English skills, desire to continue the journals, and other responses. The students had been writing journals for about 6 months. It was found that even after 6 months' interaction through journals, the survey revealed things both teacher and students were unaware of. The journals had more appeal to students than was manifested in student classroom behavior; students did not understand that they would get teacher responses of about the same length as their entries; some students needed explicit instruction in selection of topics; and some students appreciated teacher questions more than others. It is concluded that the journals themselves do not always provide teachers with adequate information about student preferences, understanding, or opinions, and that this exercise was useful in enhancing the teacher's understanding. (MSE)
Descriptors: Achievement Gains, Classroom Communication, Classroom Techniques, Dialog Journals, English (Second Language), High School Freshmen, High Schools, Instructional Effectiveness, Introductory Courses, Limited English Speaking, Second Language Instruction, Student Attitudes, Surveys, Teacher Student Relationship
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A