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The journal-writing project was undertaken as a small-scale study with a class of high-level English language learners at an all-female liberal arts university in Japan. The project was initiated not only as a way to extend, improve and develop their English language and writing skills but also as a tool for personal reflection to lead these adolescent learners to a greater and deeper understanding of themselves. The project involved writing seven journal entries as homework over the course of one semester. They would be writing for an audience of their peers with the intention that this would enhance both their interest in the journaling process and their motivation. Both of these aims, the linguistic and the psychological, were realized by the journaling practice as revealed by an end of project questionnaire as well as the journal entries themselves. It is hoped that after experiencing such a method of self-examination that it will become a valuable tool for students’ own future personal growth and development. |
