INSIGHTS FROM STUDENTS’ LANGUAGE LEARNING DIARIES
Abstract
Language learning diaries have become a very popular source for collecting qualitative data in foreign language learning research. The data cannot be easily obtained in another manner since it involves the process of introspection. Since many aspects of language learning are not easily accessible or observable, introspection sheds light on the language learning process. The evidence which can be obtained by diary studies proves that students’ experiences in learning a foreign language can significantly influence their attitudes and motivation for learning a foreign language. Furthermore, it can have major pedagogical and practical implications for the outcomes of foreign language learning. The aim of this paper is to identify the linguistic and non-linguistic factors from students’ diaries which influence their learning process. In this study, the students’ diaries were analyzed in terms of the themes (recurring patterns) which appeared most frequently. After the data from students’ language learning diaries were categorized into themes, each theme was analyzed separately both in terms of the count of mentions (frequency) in the students’ diaries (numerical/quantitative data) and qualitatively, by interpreting students’ opinions, feelings, experiences, expectations and attitudes towards learning English.
Keywords
Full Text:
PDFReferences
Adams, R., Fujii, A., Mackey, A. (2005). Research methodology: Qualitative research. In C. Sanz (Ed.). Mind and Context in Adult Second Language Acquisition: Methods, Theory and Practice. Washington, DC: Georgetown University Press, pp. 69-105
Allwright, D. & Bailey, K. (1991). Focus on the Language Classroom: An Introduction to Classroom Research for Language Teachers. Cambridge University Press
Bailey, K. (1991). Diary Studies of Classroom Language Learning: the Doubting Game and the Believing Game. In E. Sadtono (Ed.), Language Acquisition and the Second/Foreign Language Classroom. Anthology Series 28, pp. 60-102
Bailey, K. (2015). Conducting Diary Studies. In D., Brown & C., Coombe, (Eds.) The Cambridge Guide to Research in Language Teaching and Learning, pp. 247-252
Bailey, K., & Ochsner, R. (1983). A methodological review of the diary studies: Windmill tilting or social science. Second language acquisition studies, pp. 188-198
Belcher, D. (2009). What ESP is and can be: An Introduction. In D. Belcher (Ed.), English for Specific Purposes: Theory and Practice. Ann Arbor: University of Michigan Press. 1-20.
Blagojević, S. (2011). ESP as a condition for the successful inclusion of Serbian experts in the international scientific and professional community. Teme, Vol. 35, No.3, pp. 837-846
Blanche, P. & Merino, B. (1989). Self-Assessment of Foreign-Language Skills: Implications for Teachers and Researchers. Language Learning, Vol. 39, No. 3, pp. 313-340.
Brieger, N. (1997). Teaching Business English Handbook. York, England: York Associates
Carson, J. & Longhini, A. (2002). Focusing on Learning Styles and Strategies: A Diary Study in an Immersion Setting. Language Learning, Vol. 52, No. 2, pp.401-438
Clement, R., Dornyei, Z. & Noels, K. (1994). Motivation, Self-Confidence, and Group Cohesion in the Foreign Language Classroom. Language Learning. Vol. 44, No. 3, pp. 417-448
Crookes, G. & Schmidt, R. (1991). Motivation: Reopening the Research Agenda. Language Learning. Vol. 41, No. 4, pp. 469-512
Curtis, A., & Bailey, K. (2009). Diary studies. OnCue Journal, Vol. 3, No.1, pp. 67-85.
Čepon, S., Stojković, N. & Nikčević-Batrićević, A. (2014). Business English in practical terms: case of tertiary educational settings in Slovenia, Serbia, Montenegro. Journal of Teaching English for Specific and Academic Purposes, Vol. 2, No. 3, special issue, pp. 527-540
Davis, K. (1995). Qualitative Theory and Methods in Applied Linguistics Research. TESOL Quarterly, Vol. 29, No. 2, pp. 427-453
Desmond, A. (1998). Investigating learners' course diaries as explorations of language. Language Teaching Research, Vol. 2, No. 1, pp. 24-47
Dornyei, Z. (1994). Motivation and Motivating in the Foreign Language Classroom. The Modern Language Journal, Vol. 78, No. 3, pp. 273-284
Dornyei, Z. (1998). Motivation in second and foreign language learning. Language Teaching, Vol. 31, pp. 117-135
Dornyei, Z. (2007). Research Methods in Applied Linguistics. Oxford: Oxford University Press
Dudley-Evans, T. & St John, M. (1998). Developments in English for Specific Purposes: A multi-disciplinary approach. Cambridge: Cambridge University Press.
Frendo, E. (2005). How to teach business English. Harlow, UK: Longman
Gardner, R. (1985). Social Psychology and Second Language Learning: The Role of Attitudes and Motivation. Edward Arnold, London.
Gardner, R. & Lambert, W. (1959). Motivational variables in second language acquisition. Canadian Journal of Psychology. Vol. 13, pp. 266-272
Halbach, A. (2000). Finding out about students’ learning strategies by looking at their diaries: a case study. System, Vol. 28, pp. 85-96
Horwitz, E., Horwitz, M., Cope, A. (1986). Foreign Language Classroom Anxiety. The Modern Language Journal, Vol. 70, No. 2, pp. 125-132
Huang, J. (2005). A diary study of difficulties and constraints in EFL learning. System, vol. 33, no. 4, pp. 609-621
Johnson, C. (1993). Business English. Language Teaching. Vol (26), Cambridge University Press. pp. 201-209
Lally, C. (2000). Language Teaching and Learning Diaries: French Conversation from Two Different Perspectives. Foreign Language Annals, Vol. 33, No.2, pp. 224-228
Lewkowicz, J. & Moon, J. (1985). Evaluation: a way of involving the learner. In Alderson, J.C. (Ed.) Lancaster practical papers in English language education, Vol. 6: Evaluation. pp. 45-80. Oxford: Pergamon Press.
McDonough, J. & McDonough, S. (1997). Research Methods for English Language Teachers. London: Arnold.
Mackey, A. & Gass, S. (2005). Second Language Research: Methodology and Design. New Jersey, Mahwah: Lawrence Erlbaum Associates
Nunan, D. (1992). Research methods in language learning. Cambridge: Cambridge University Press
Oller, J. & Obrecht, D.H. (1968). Pattern Drill and Communicative Activity: A Psycholinguistic Experiment. IRAL, Vol.6, No. 2, pp. 165-72
O’Malley, J. & Chamot, A. (1990). Learning Strategies in Second Language Acquisition. Cambridge University Press
Oskarsson, M. (1989). Self-Assessment in Language Proficiency: rationale and applications. Language Testing. Vol. 6, No. 1, pp. 1-13
Oxford, R. (1990). Language Learning Strategies: What Every Teacher Should Know. Boston: Heinle & Heinle
Oxford, R. & Shearin, J. (1994). Language Learning Motivation: Expanding the Theoretical Framework. The Modern Language Journal. Vol. 78 (i), pp. 12-28
Pavlenko, A. (2007). Autobiographic Narratives as Data in Applied Linguistics. Applied Linguistics, vol. 28, no. 2, pp. 163-188
Perry, F. (2011). Research in Applied Linguistics: Becoming a Discerning Consumer. New York: Routeledge (Taylor & Francis)
Porto, M. (2007). Perceptions of Lessons and Developing Learner Autonomy and Reflection. Foreign Language Annals, Vol. 40, No. 4, pp. 672-697
Sawir, E. (2005). Language difficulties of international students in Australia: The effects of prior learning experience. International Education Journal, Vol. 6, No. 5, pp. 567-580
Schmidt, R., & Frota, S. (1986). Developing basic conversational ability in a second language: A case study of an adult learner of Portuguese. In R. Day (Ed.), Talking to learn: Conversation in second language acquisition, Rowley, MA: Newbury House, pp. 237-326
Schumann, F., & Schumann, J. (1977). Diary of a language learner: An introspective study of second language learning. on TESOL, 77, pp. 241-249.
Spielberger, C. (1966). The Effects of Anxiety of Complex Learning and Academic Achievement. In C. Spielberger (Ed.) Anxiety and Behaviour. New York: Academic Press Inc. pp. 361-398
Tanaka, T. (2009). Diary studies: Their potential to explore learner perspectives on second language learning. Retrieved on May 15, 2017 from https://doors.doshisha.ac.jp/
duar/repository/ir/14734/020000850003.pdf
Taylor, S. & Sobel, D. (2015). Using Introspective Methods. In Brown, D. & Coombe, C. (Eds.) The Cambridge Guide to Research in Language Teaching and Learning, pp. 231-237
Tse, L. (2000). Student Perceptions of Foreign Language Study: A Qualitative Analysis of Foreign Language Autobiobraphies. The Modern Language Journal, Vol. 84, i, pp. 69-84
Warden, M., Lapkin, S., Swain, M., Hart, D. (1995). Adolescent Language Learners on a Three-Month Exchange: Insights from their Diaries. Foreign Language Annals, Vol. 28, No. 4, pp. 537-550
DOI: https://doi.org/10.22190/JTESAP1703529N
Refbacks
- There are currently no refbacks.
ISSN 2334-9182 (Print)
ISSN 2334-9212 (Online)