The effect of dialogue journal writing on reading comprehension, writing quality and writing apprehension of Lebanese third intermediate students (Record no. 20549)

MARC details
000 -LEADER
fixed length control field 03003nam a2200181Ia 4500
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field 180910s9999 xx 000 0 und d
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Idriss, Bayan Anas
Miscellaneous information Master
245 14 - TITLE STATEMENT
Title The effect of dialogue journal writing on reading comprehension, writing quality and writing apprehension of Lebanese third intermediate students
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc. Beirut
Name of publisher, distributor, etc. American University of Beirut - Faculty of Arts and Sciences - Department of Education
Date of publication, distribution, etc. 2002
300 ## - PHYSICAL DESCRIPTION
Extent 96 pages
500 ## - GENERAL NOTE
General note النوع : Mémoire
520 3# - SUMMARY, ETC.
Summary, etc. Dialogue journals are written conversations between the teacher and an individual student. The students write about any topic they choose, and the teacher writes back responding to the content of the students' entries without grading or correcting the form of these entries. Dialogue journal writing has been recognized as a versatile and effective activity in improving reading comprehension and writing quality, and in decreasing writing apprehension. However, these effects may not be generalized into various curricular or cultural contexts. None of the studies examined this effect in ESL classrooms in the Lebanese context. Accordingly, the purpose of this study was to determine the effect of dialogue journal writing on reading comprehension, writing quality, and writing apprehension of EFL third intermediate students in the Lebanese context.--A Quasi experimental design was used. Two intact classes: experimental and control were used. The experimental class applied dialogue journal writing on their reading content, while control class students wrote brief answers to comprehension questions on the same reading content. The procedures continued throughout two months Three pretest and posttest measures were administered. These included: a reading comprehension test of TOEFL, a writing task, and the Writing Apprehension Scale. When the scoring of these measures was completed, whole class data for each kind was averaged for the whole class scores and the scores were subjected to statistical analysis. Descriptive statistics, means, and Multivariate Analysis of Covariates (MANCOVA) were used. The independent variable (treatment) had two levels: experimental and control groups. The dependent variables were reading comprehension, writing quality, and writing apprehension. The pretest scores on these variables were used as covariates.--Limitations of the study were discussed and recommendations for future research were Made.
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Cycle moyen Enseignement des langues Méthodes d’enseignement
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Intermediate Education Teaching languages Teaching Methods
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element المرحلة المتوسطة تعليم اللغات طرق التعليم
856 ## - ELECTRONIC LOCATION AND ACCESS
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942 ## - ADDED ENTRY ELEMENTS (KOHA)
Koha item type بيانات الهيئة اللبنانية للعلوم التربوية

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