Please use this identifier to cite or link to this item: https://hdl.handle.net/20.500.14365/2365
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dc.contributor.authorYürekli, Aynur-
dc.contributor.authorAfacan, Anita-
dc.date.accessioned2023-06-16T14:40:30Z-
dc.date.available2023-06-16T14:40:30Z-
dc.date.issued2020-
dc.identifier.issn1979-8903-
dc.identifier.issn2503-040X-
dc.identifier.urihttps://doi.org/10.18326/rgt.v13i1.1-48-
dc.identifier.urihttps://hdl.handle.net/20.500.14365/2365-
dc.description.abstractIn today's world, writing is no longer a natural activity, especially for the younger generation. They look upon this activity as too complex, overwhelming and sometimes irrelevant. These attitudes are amplified when having to write in a second language. In EFL tertiary education, the expectations of academic achievement have become far greater than actual student capabilities. This study examined the possibility of using journal writing, both with and without an audience, as a way to address this issue. It is believed that by engaging students in the act of writing without the burden of an academic topic, it will indirectly impact students' academic performance. Seventy-six undergraduate students in three groups (one control and two experimental) were involved. Data was collected in the form of pre-test and post-test writing, student focus group meetings and an interview with the instructor. From the study, it was found that dialogue journal writing with an audience contributed to an increase in the proficiency level of students, especially in terms of their organizational skills. In addition, students who undertook journal writing expressed gains in self-confidence, and were aware of the role of journal writing in this. Finally, journal writing was found to offer insight to the instructor with regard to what is happening under the surface of a class, and thus better address students' needs.en_US
dc.language.isoenen_US
dc.publisherState Inst Islamic Studies Salatiga, Teacher Training & Educ Facen_US
dc.relation.ispartofRegıster Journalen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectEFLen_US
dc.subjectacademic writingen_US
dc.subjectwriting proficiencyen_US
dc.subjectjournal writingen_US
dc.titleJournal Writing and Diary Journal Writing: Effects on Students' Writing Proficiency and Student and Teacher Attitudesen_US
dc.typeArticleen_US
dc.identifier.doi10.18326/rgt.v13i1.1-48-
dc.departmentİzmir Ekonomi Üniversitesien_US
dc.authoridYurekli, Aynur/0000-0002-2484-6145-
dc.identifier.volume13en_US
dc.identifier.issue1en_US
dc.identifier.startpage1en_US
dc.identifier.endpage48en_US
dc.identifier.wosWOS:000537545000001en_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.identifier.scopusqualityN/A-
item.grantfulltextopen-
item.openairetypeArticle-
item.openairecristypehttp://purl.org/coar/resource_type/c_18cf-
item.fulltextWith Fulltext-
item.languageiso639-1en-
item.cerifentitytypePublications-
crisitem.author.dept13.08. Undergraduate English Coordinator-
Appears in Collections:WoS İndeksli Yayınlar Koleksiyonu / WoS Indexed Publications Collection
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