Effects of dialogue journal writing on EFL learners’ writing performance
A focus on content, organization, vocabulary, language use, and mechanics
Bibliographic Data
| ID | 19487382 |
|---|---|
| Authors | Abebe Tilahun Mogesse (Hawassa University, corresponding author), Hailu Wubshet Degefu (0000-0003-3653-8745, Hawassa University), Eskinder Getachew Degaga (Hawassa University) |
| Year | 2026 |
| Volume | 16 |
| Pages | 100249 |
| Publication date | 2026-06-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Ampersand (JOURNAL) |
| Journal identifiers | ISSN: 2215-0390 • E-ISSN: 2215-0390 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.amper.2025.100249 |
| OpenAlex | W4417397626 |
| Language | EN |
| Citations received | 1 |
| References cited | 18 |
The main aim of this study was to examine the effects of dialogue journal writing on the writing performance of EFL first-year students at Hawassa University. Two intact classes were randomly selected from the Social Science stream to participate in the study. A quasi-experimental pretest-posttest control group design was employed. After administering a pre-test to both the experimental and comparison groups at the onset of the intervention and after checking their comparability, the two groups were randomly assigned to experimental and comparison conditions. Following thirteen calendar weeks of intervention using dialogue journal writing for the experimental group and the conventional method for the comparison group, a post-test was administered to both groups. To analyze the data, both descriptive statistics (mean and standard deviation) and inferential statistics, including a one-way MANOVA and paired samples t-test, were employed, with data analyzed using SPSS version 26. The findings of the study revealed that the intervention significantly improved the experimental group students' writing performance as a combined dependent variable, with a moderate effect size. A follow-up ANOVA indicated that the intervention significantly improved all aspects of writing, including content, organization, vocabulary, and language use (with a modest effect size). However, the treatment did not significantly improve the experimental group's writing performance in terms of mechanics, although they scored a higher mean (M = 2.93) than the comparison group (M = 2.82). Therefore, EFL university instructors are encouraged to integrate dialogue journal writing into their writing classes to enhance students' writing performance
Academic writing · Descriptive statistics · English language · Experimental research · Focus (optics) · Intervention (counseling) · Multivariate analysis of variance · Repeated measures design · EFL/ESL Teaching and Learning · Reflective Practices in Education · Writing and Handwriting Education
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| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |