| Autor: |
Sasan Baleghizadeh, Mahboobeh Mortazavi |
| Jazyk: |
angličtina |
| Rok vydání: |
2014 |
| Předmět: |
|
| Zdroj: |
Profile Issues in Teachers' Professional Development, Vol 16, Iss 1, Pp 77-88 (2014) |
| Druh dokumentu: |
article |
| ISSN: |
1657-0790 |
| DOI: |
10.15446/profile.v16n1.37184 |
| Popis: |
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. |
| Databáze: |
Directory of Open Access Journals |
| Externí odkaz: |
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