Journal writing generated positive attitudes and intrinsic motivation for writing among EFL students¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q2
Currency · newest study 2010 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? 75% of experimental-group students responded positively to liking journal writing and to finding it useful (33 of 44 responses each). → Tuan 2010 q2 i? 34 of 44 experimental-group students (77.27%) said they would keep writing journals after the course, which the authors read as built intrinsic motivation. → Tuan 2010 (2)

Evidence¶

Tuan 2010¶

Luu Trong Tuan. (2010). Enhancing EFL Learners’ Writing Skill via Journal Writing. English Language Teaching, Vol. 3, No. 3. www.ccsenet.org/elt. https://eric.ed.gov/?id=EJ1081806

q2 · i? · causal · r1

Questionnaire survey administered only to the 44 experimental-group students after the course (Table 4), collecting reflections upon journal writing.

"journal writing practice generated the EG students’ preference towards this activity as well as their awareness of its worth in their writing learning through 33 positive responses (75%) to question 1 and 33 positive responses (75%) to question 2."

Tuan 2010 (2)¶

Luu Trong Tuan. (2010). Enhancing EFL Learners’ Writing Skill via Journal Writing. English Language Teaching, Vol. 3, No. 3. www.ccsenet.org/elt. https://eric.ed.gov/?id=EJ1081806

q2 · i? · causal · r1

Post-course questionnaire item on future persistence; the authors interpret persistence intention as evidence of intrinsic motivation. A minority (25%) did not like or find the activity useful.

"the intrinsic motivation in journal writing was found to have been built in the EG students since 34 out of 44 the students in the experimental group contended to persist in journal writing activity after this writing course."

Discussion¶

Related Claims¶

• Weekly journal writing as a self-assessment technique significantly increased Iranian EFL learners' intrinsic motivation over a semester — related
• Learners hold positive attitudes toward glosses, but their perceptions of which gloss type works best do not match measured performance — related
• CDA-based instruction is associated with high self-reported motivation, attitude change, and interest in text analysis among EFL students — related