The Impact of Diary Analysis on Teaching/Learning Writing

Abstract

With the advent of qualitative research, the description of the processes of language learning has been of focal interest. Diaries- detailed and comprehensive descriptions of subjects' second language acquisition behavior- shed light on interesting themes in this regard. Diary, in this study, specifically refers to students' reactions to class events, materials and the instructor. The present research reports a personal experience to investigate the impact of diary analysis on teaching writing: detecting the problematic areas, evolving teacher/ teaching assessment and particularly facilitating and thus developing students' writing ability. 80 Farsi-speaking undergraduate students majoring in EFL at Allameh Tabatabii University served as subjects. The students were taking their writing courses with the researcher. They were to write their reactions, comments, questions and feelings for 5-10 minutes at the end of each session. The procedure continued for 13 sessions. Examination and analysis of students' diaries revealed to the researcher that it was a useful practice in identifying students' particular areas of difficulty and interest, thus leading her to revise the syllabus and revise the materials. They all opted for simpler texts, enjoyed peer correction, wished to discuss recurring problems in class, to name a few instances. Still more, students reported enjoying the realistic task of having active dialogs, which indirectly led them to practice and improve writing. The use of diaries may be recommended to teachers and students to facilitate and improve teaching and learning writing.