The Effects of Introspective Journal Writing on Learner Proficiency in Second Language Learning

概要

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This study investigates the effect learner attention has on proficiency in second language learning. Does increased learner focus enhance learning? Introspective journal writing is explored as a means by which learners give attention to their learning. Learner proficiency is measured by unit exam scores over two semesters. Over a two-semester period, 24 students enrolled in two sections of elementary French at Henderson State University were observed. During the fall semester, one section acted as the experimental group (13 students), receiving the treatment of journal writing, while the other section acted as the control group (11 students), receiving no treatment. Throughout the semester, both groups were tested by unit exams. The unit exam means were plotted and observed for evidence. These means were then tested statistically (Case II t-test) and analyzed for significance. During the spring semester, each class switched roles as control and experimental groups. Unit exam scores were then administered, and the exam means were plotted and observed for evidence. The results indicated no significant difference between the exam scores of those who wrote journals and those who did not. This paper discusses these results and their pedagogical implications for instructors wishing to offer more effective methods of language instruction.
千葉大学の論文
2003-12-31