Abstract
The present study aims to investigate the effect of English learning journal on strategy building. Learning strategiesare proved and claimed by many researchers that it has a close association with good language learners. However,there is little research on building learning strategies through keeping a weekly journal. The participants, in the study,were 33 EFL Taiwan college students, taking English for Socializing as an optional course for one semester. Duringthe semester, they were required to keep a weekly learning journal related to their English learning (in-class and afterclass) and to send it to the instructor-researcher via the Moodle. The Moodle, in the study, serves as the function ofdiaries, providing an instant and convenient way of sending and saving information. The study’s instrument,Oxford’s Strategy Inventory of Language Learning (SILL), is applied to examine whether or not there is anysignificant difference of the learners’ strategy use before and after the study. For the purpose of finding out whetheror not there are significant differences in the numbers of employing language learning strategies, a series ofquantitative tests are carried out. Besides the quantitative results of SILL, a semi-structured post-interview is alsoadministered to unfold more about the English learning journal and strategy use from the perspectives of the learners.The findings of the study could shed light on language learning, especially on strategy building.
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