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ERIC Number: EJ1053742
Record Type: Journal
Publication Date: 2014-Apr
Pages: 12
Abstractor: As Provided
ISSN: ISSN-1657-0790
The Impact of Different Types of Journaling Techniques on EFL Learners' Self-Efficacy (El impacto de diferentes tipos de diario en la autosuficiencia de estudiantes de inglés como lengua extranjera)
Baleghizadeh, Sasan; Mortazavi, Mahboobeh
PROFILE: Issues in Teachers' Professional Development, v16 n1 p77-88 Apr 2014
This article reports on an investigation of the impact of different methods of journaling on self-efficacy of learners of English as a foreign language. Sixty upper-intermediate Iranian English language learners were randomly assigned to three experimental conditions, namely no-feedback, teacher-feedback, and peer-feedback, and one control group--no-journal condition. The no-feedback condition learners kept reflective journals but could not share their reflective notes with other learners or their teacher, while the teacher-feedback condition learners used collaborative reflective journals with their teacher. The peer-feedback condition learners shared collaborative reflective journals with their peers, and the no-journal condition learners did not use reflective journals throughout the treatment period. An analysis of variance showed that the students with the two feedback conditions seemed to have gained a higher self-efficacy at the end of the treatment period.
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Iran
Identifiers - Assessments and Surveys: Self Efficacy Scale
Grant or Contract Numbers: N/A