Resumen

BALEGHIZADEH, Sasan  y  MORTAZAVI, Mahboobeh. The Impact of Different Types of Journaling Techniques on EFL Learners' Self-Efficacy. profile [online]. 2014, vol.16, n.1, pp.77-88. ISSN 1657-0790.  https://doi.org/10.15446/profile.v16n1.37184.

This article reports on an investigation of the impact of different methods of journaling on self-efficacy of learners of English as a foreign language. Sixty upper-intermediate Iranian English language learners were randomly assigned to three experimental conditions, namely no-feedback, teacher-feedback, and peer-feedback, and one control group-no-journal condition. The no-feedback condition learners kept reflective journals but could not share their reflective notes with other learners or their teacher, while the teacher-feedback condition learners used collaborative reflective journals with their teacher. The peer-feedback condition learners shared collaborative reflective journals with their peers, and the no-journal condition learners did not use reflective journals throughout the treatment period. An analysis of variance showed that the students with the two feedback conditions seemed to have gained a higher self-efficacy at the end of the treatment period.

Palabras clave : Collaborative journals; reflection; reflective journals; self-efficacy.

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