چکیده:
This study aimed to examine the impact of three different journal writingtechniques; namely, individual journal writing, collaborative journal writing withpeers, and collaborative journal writing with the teacher, on the self-regulation ofIranian EFL learners. One hundred and fifty female English learners studying in alanguage institute were asked to answer the Academic Self-Regulated LearningScale (ASRL-S). Out of the initial participants, sixty upper-intermediate learnerswhose scores on ASRL-S pretest fell one standard deviation from the mean werechosen and randomly assigned to four groups. The ASRL-S was administeredagain after the treatment to the participants. The results of a one-way analysis ofvariance of the ASRL-S posttest indicated that collaborative journals that providethe chance to benefit from their teacher’s or peer’s feedback could significantlyboost learners' self-regulatory skills. The learners who kept a reflective journal butdid not share it with either their teacher or their peers were also found toa Email address: Jafarigohar2007@yahoo.comCorresponding address: Department of TEFL, Payame Noor University, POB: 19395-4697, Tehran, Iranb Email address: mortazavi.0m@gmail.com60 The Effects of Different Types of Reflective Journal Writing on Learners’…outperform the ones who did not use the reflective technique. Therefore, thefindings of the study also confirmed the individual journal writing as a form ofreflective practice to improve learners' self-regulation significantly.
خلاصه ماشینی:
"Iranian Journal of Applied Linguistics (IJAL), Vol. 16, No. 1, March 2013, 59-78 The Effects of Different Types of Reflective Journal Writing on Learners’ Self-regulated Learning Manoochehr Jafarigohar a Assistant Professor, Payame Noor University, Tehran, Iran Mahboobeh Mortazavi b PhD Candidate, Payame Noor University Received 14 September 2012; revised 17 February 2013; accepted 30 February 2013 Abstract Keywords: Introduction Defined as people's ability to regulate and direct their feelings, thoughts, and behaviors (Bandura, 1986), self-regulation is a concept in psychology, which has attracted considerable attention (Boekaerts, Pintrich, & Zeidner, 2000).
However, given the use of the Academic Self-regulated Learning Scale (ASRL-S) in this study, the SRL model which shapes the main theoretical framework here is the model proposed by Zimmerman and Martinez-Pons (1986) who believe that organizing, goal setting, seeking assistance, environmental structuring, and memory strategy are the components of SRL.
68 The Effects of Different Types of Reflective Journal Writing on Learners’… At the end of the term consisting of forty-two hours of learning general English, all students in the four groups were asked to answer ASRL questionnaire, and their self-regulation scores were estimated.
Results To find the answer to the question whether different types of reflective journal writing have a differential effect on learners' self-regulatory skills, descriptive statistics for the total score, as well as descriptive statistics for all subscales for all groups in the ASRL-S posttest were calculated."