Diary recording with recall, reflection and delayed verification as a self-directed learning strategy¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The learner keeps a daily journal of communication problems and dubious utterances, then recalls and verifies them with native speakers when the chance arises, as when he memorized "things are eased out now" from a phone call and consulted other native speakers afterwards. Recording and reflecting daily "have provided me with a strong impetus for identifying and overcoming gaps in my communicative competence". The strategy converts tolerated inaccuracies into noticed gaps and later negative input.

Design Implications¶

Context¶

Requirements¶

• Access to native speakers for later verification of stored dubious utterances.

Constraints¶

• Suited to advanced adult learners in an authentic target-language environment; the article frames it for self-directed learning situations.

Target Learners¶

• adult advanced second language learners
• self-directed learners

Target Learning Goals¶

• identifying and overcoming gaps in communicative competence
• noticing and correcting linguistic and sociolinguistic errors

Affordances¶

• Comprehensible Output Hypothesis Liming Account

Related Strategies¶

• Multimodal Learning Logs/Blogs
• Learning Journals
• Field Journals
• Retrieval Practice With Graphic Organizers
• Flashcards

Examples¶

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Key Sources¶

• Yu Liming. (1990). The Comprehensible Output Hypothesis and Self-directed Learning: A Learner's Perspective. TESL Canada Journal/Revue TESL du Canada, Vol. 8, No. 1. https://eric.ed.gov/?id=EJ420159