EFL WRITING STUDENT’S PERCEPTION OF THE EFFECT OF DIARY WRITING (Published)
The use of diary writing as a tool for language practice and learning enhancement in an EFL classroom is the main topic investigated in this paper. The students participating in the study are English major female students at the College of Basic Education, who would graduate to be English teachers in primary schools. 51 students in two “Advanced Writing” classes were asked to write their diaries during the semester. At the end of the semester they were given a questionnaire with 19 statements and 4 open-ended questions. The researchers found that the majority of students enjoyed writing a diary, and believed that their language and writing techniques have improved. They have also reflected pleasant emotional effects such as removing stress, keeping memories and strengthening the student-teacher relationship. The researchers believe that writing a diary is very useful to EFL learners in terms of language learning and enforcing positive energy in the class.
Keywords: EFL, Higher Education, diary writing, journal writing, writing
The Effect of Critical Thinking Strategies Instruction on Iranian EFL Learners’ Writing Performance across Genders (Review Completed - Accepted)
– The present study has tried to find out whether critical thinking strategies instructions affect Iranian EFL male and female students’ writing performance. After administering Oxford Quick Placement Test (2001) to 120 participants in Shokuhe Iran Language Center in Tabriz Iran, 80 participants were chosen, 40 male and 40 female. Then All 80 participants were divided into control and experimental groups. 40 in control group including 20 males and 20 females and 40 in experimental group including 20 males and 20 females. Control group did not receive treatment about critical thinking strategies, only CLT was the main method in control group. But experimental group received eight weeks of instruction about critical thinking strategies within their learning syllabus. T-test was conducted to compare the subjects’ means and to determine the effect of gender. The results showed that critical thinking strategies had a significant effect on improving Iranian EFL students’ writings across genders, (p<.05). Both male and female performance improved after the instruction of critical thinking strategies.
Keywords: Critical thinking, critical thinking strategies., writing