Journal Writing Research Articles

Nursing Students’ Experience of Reflective Journal Writing in Pharmacology Course: Grounded Theory Approach

Nursing Students’ Experience of Reflective Journal Writing in Pharmacology Course: Grounded Theory Approach

Dialogue Journal Writing in Emergency Remote Teaching: Effect on Writing Competency and Students’ Perception towards Implementation

The current study intended to explore the effect of dialogue journal writing (DJW) on students’ writing and identifying their perception towards the implementation of DJW in emergency remote teaching (ERT) setting. The method of the current study is a mix method. The design of the quantitative study is experiment with pretest-posttest design, and for qualitative study is using case study. The data were collected through writing competency test and interview guide. This study used descriptive and inferential analysis for the quantitative data and follow O’Connor & Gibson (2003) guidance in analysing qualitative data. The result quantitative analysis showed that the mean score of students' writing competency in posttest (7.4) is higher than pretest (6.6). A significant mean difference is indicated from the result of t test (Sig. =.000). The qualitative analysis identified three themes from the interview (1) encouragement & confidence, (2) motivation, and (3) improvement on writing. Thus, DJW is encouraged to be implemented in ERT setting.

Testing of Journal Writing for Symptom Concordance in Adults with Multiple Sclerosis.

Adults with multiple sclerosis (MS) experience many complex symptoms. However, research is lacking on the best method to record their symptom experience. The primary goal of this study was to test the feasibility of journal writing to capture the description of core symptoms experienced by adults with MS. A secondary goal was to collect self-report symptom data to assess concordance between the journal entries and MS-Related Symptom Checklist (MS-RS) scores. A preselected group of participants (n = 5) from the total sample of 16 participants with MS were asked to complete the revised MS-RS and Web-based journal writing for 20 minutes per day for 4 consecutive days over a 4-week period. Feasibility was evaluated by journal completion rates. Most participants found journal writing acceptable as a method for writing about symptoms. Participants were able to write about symptoms that formed clusters: unpredictable physical alterations and unpredictable sensory and emotional changes. Likewise, participants reported frequent fatigue, difficulty sleeping, heat intolerance, and difficulty concentrating/cognitive problems from the revised MS-RS. Disconcordance between revised MS-RS data and journal entries included lack of disclosure of difficulty sleeping and "pins and needles" in the journals. Preliminary findings from this study provide the personal perspectives of core symptoms experienced by adults with MS. These results provide preliminary evidence of the feasibility of journal writing, along with self-report survey, to describe symptoms in adults with MS.

Enclosed Self-introspection and Camouflage: Interior Monologue in Republican Chinese Women’s Epistolary and Diary Writing

In Republican women writers’ works, the diary and epistolary modes are two common styles to reveal characters’ interior monologue (IM) and the flow of consciousness in fiction. The women writers often attempt to convey the self-introspection with female awareness through both narrative forms; in particular, women writers use it to express the narra¬tor/characters’ IM in a private enclosed situation. Through the specific textual analysis, it can be seen that the authors attempted to imply something through both of these narrative forms; in particular, women writers used this as a way to express the characters’ IM in private situations; for another thing, the usage of epistolary or diary forms could enable women writers to avoid possible criticism or blame when they tried to express their feminist feelings or thoughts. To some extent, this private narrative form provided an existential space for their discourse. No matter for the diary or the letter, seemingly it is merely a personal expression of thoughts and emotion, however in fact this was women writers’ intentional choice. They clearly knew that female writing was not yet the established norm, so most of women writers showed cautiousness in their creative writing. It achieves a more effective negotiation with a patriarchal society.

Professionally-oriented approach to teaching english genre writing to journalism students

The article describes the experience of implementing the innovative programme Basic Journalism Writing (BJW) aimed at B2+-C1 (CEFR) journalism students. The programme was tested among first and second year bachelor students at the Faculty of Journalism, Moscow State University, in 2018-2020. The article analyses a complex methodological approach, which combines elements of Content and Language Integrated Learning (CLIL), process and product writing and Project-Based Learning (PBL). The programme is aimed at improving students’ English writing skills by means of developing journalistic competencies: genre writing, editing, pitching and publishing. In its step-by-step approach it guides the learner from meticulously studying and analyzing texts of various genres, from breaking news and features to opinion articles and reviews, to writing their own articles and publishing them in English language student media created as part of the programme. The article summarizes the results and draws the conclusions about the efficiency of project-based approach to writing for journalism students.

Field Diary Writing and Portuguese Teacher Training

This article focuses on the study of how Language and Literature undergraduate students from Brazilian universities register what they observe in schools and the way they involve themselves (or not) with the quality of the register and the reality examined. It analyses undergraduate students’ field diaries produced in three Brazilian public universities located in Bahia, Mato Grosso, and São Paulo, from 2009 to 2014. It aims, therefore, to reflect upon the importance of taking as a subject of analysis that which the training teacher him/herself writes in field journals, as a means of helping him/her construct an enunciative place from which it becomes possible to think about education and master the teaching profession. The data analysis allowed us to show that, in the registers of future teachers, there are, on the one hand, impasses that indicate a more passive enunciative position and, on the other hand, signs of a more active and curious position concerning the classroom.

Self Recoded Video and diary Wrtiting Practices as a Way to Improve Higher Education Students’ English Speaking Skills

ABSTRACT
 Writing and Speaking are the productive Skills of a language. although higher education students have learned English for years in primary and secondary schools, many of them do not find it easy to speak English in their college years while they will need English during and after they graduate. To improve their English, especially speaking skill, self video recording and diary writing practice was carried out. This study was to analyze the effect of Self Recorded Video and Diary Writing on the improvement of English speaking skill of higher education students. The focus of this research is on four speaking skill categories; Pronunciation, Vocabulary, Grammar and Fluency. to get the answer error analysis is used and the result is presented using descriptive method. The data are students’ self recorded videos and diary writing were carried out once a week once a week in one semester. The result obtained is that self-recorded video and diary writing can improve student speaking skills especially in fluency, pronunciation and vocabulary. 
 Key words: fluency, self-recorded video, diary writing, error analysis, descriptive method

한국 EFL 학습자들의 일기 쓰기에 나타난 오류분석과 교정피드백에 관한 사례연구

이 사례연구는 한국 EFL(English as Foreign Language) 학습자를 대상으로 오류분석(error analyse)과 그에 대한 교정피드백(corrective feedback) 사용에 대한 연구이다. 두 명의 중급 학습자들의 일기형식의 글쓰기 12개를 3개월간 면밀히 관찰하여 학습자들의 빈번한 오류를 분석한다. 이 과정 중에 각각의 참석자들은 교수자가 제공하는 서로 조금 다른 종류의 교정피드백을 받게 된다. 이 연구는 구체적으로 두 학습자들이 만드는 문법적 오류를 분류하여 설명하고 결과에서 논의되는 문법적 오류의 종류는 동사패턴과 수동/능동태, 관사, 동사구, 동사구와 전치사, 조동사, ‘that" 관계절의 과다 사용 및 기타 오류가 포함된다. 이러한 결과를 근거로, 연구자는 학생들의 오류가 학생들의 중간언어에 중요한 정보를 주며 학생들의 학생들의 오류가 화석화 되는 것을 막을 수 있도록 깨우치는 역할을 한다고 설명한다. 이러한 오류를 처치하는데 있어서도 교수자는 다양하고 맞춤화된 방법으로 문법을 가르쳐야 하며 특히 쓰기 기능에서는 개별문법 항목으로 가르치기 보다는 쓰기과업 과정에 포함시켜 문법을 위한 문법이 아닌 문법의 실사용에 대한 것을 강조하여 가르쳐야 한다. 다음 연구에서는 말하기, 읽기, 듣기 기능에서 나타나는 오류를 함께 분석하여 살펴보면 통찰력 있는 결과를 가져올 수 있으리라 생각한다.

Public Perceptions of the Quality of Public Services at the Sumberduren Village Office, Tarokan District, Kediri Regency

Public services according to Undang- Undang Nomor 25 Tahun 2009 are a series of activities in meeting service needs in accordance with laws and regulations for every citizen and resident of goods, services, and/or administrative services provided by public service providers. Public services are things that must be carried out by the government to fulfill the rights of citizens. In the opening Undang- Undnag Dasar 1945, which in it mandates that one of the objectives of the Republic of Indonesia is to promote general walfare and educate the nation’s life. The legal basis for public services in Indonesia is Law Number 25 of 2009. Public perception is the process of community assessment of certain objects. This study aims to determine the public’s perception of the quality of public services at the Sumberduren Village Office, Tarokan District, Kediri Regency. The data used in this study is primary data obtained directly from the object of research through direct interviews with respondents, while secondary data uses books and scientific journal writings. Based on the result of the study, it can be concluded that the public’s perception of the quality of public services at the Sumberduren Village Office, Tarokan District, Kediri Regency is optimal enough in providing services to the community.

森鷗外と小出粲(つばら) ――明治四十年代の鷗外日記を読む――

森鷗外と小出粲(つばら) ――明治四十年代の鷗外日記を読む――

Journal Writing by Families of Critically Ill Patients: An Integrative Review.

Families experience high levels of stress during a loved one's critical illness. To provide an overview of current evidence on the use of journal writing as a coping mechanism for family members during a loved one's critical illness in a neonatal, pediatric, or adult intensive care unit. Five databases (MEDLINE, PsycINFO, CINAHL, APA PsycArticles, and Health Source: Nursing/Academic Edition) were searched to identify studies examining the benefits of journal writing for family members of critically ill patients. Eight eligible studies reported data from 426 relatives of critically ill patients. Regarding quality assessment, the quantitative studies met 73.1% of relevant quality criteria, whereas qualitative studies met 81.3%. Mixed-methods studies met 82.4% of quantitative and 55% of qualitative criteria. Various key themes were identified: communication and understanding, connection to the patient, emotional expression, creating something meaningful, and the importance of pictures and staff entries. Overall, writing in a diary seems to be beneficial for reducing psychological distress and posttraumatic stress disorder, but none of the studies found that it significantly decreased anxiety or depression. The findings of this review suggest that having family members of critically ill patients write in a diary is a simple and cost-effective intervention that may improve their psychological outcomes. Critical care nurses are in a position to educate families about the potential benefits of writing in a diary. Future research would be valuable regarding the benefits of using a diary and an optimal approach for doing so in this population.

Review Article: We Mark Your Memory: Writings from the Descendants of Indenture (2018)

Writing the history of indentured diaspora primarily depends on the available archives that contain the official and personal documents related to this history. While the State archives contain scanty materials for research in this area, considerable efforts have been made by the descendants of the indentured labourers to retrieve personal narratives of their ancestors. Retrieving these personal narratives, have indeed, played a major role in creating small family archives, which have inspired the present generation of authors/researchers to document the history of indentured diaspora. Indeed, this history is the outcome of intensive research on the genealogies of the descendants of indentured labourers. Stories narrated by the indentured labourers, old photographs, diary writings, travel documents and such other records are significant archival materials based on which the present generation of authors/researchers trace their family’s past as well as that of the community. These family archives provide considerable resource for research on history of indentured diaspora. It is in the context of this background that the anthology, We Mark Your Memory: Writings from the Descendants of Indenture (2018) edited by David Dabydeen, Maria del Pilar Kaladeen and Tina K. Ramnarine may be considered as a worthy contribution to the history of indenture diaspora. This anthology, which the editors of the book claim to be a “commemorative volume” (Dabydeen, Kaladeen, & Ramnarine, 2018, p. xii), is an attempt to collate the creative/critical pieces written by the descendants of indentured labourers (coolies). Production of such an anthology to mark the centenary year of the abolition of indentureship (1917) is a praiseworthy initiative. The publication of this book is the outcome of a collaborative venture between the School of Advanced Studies, University of London and the association of Commonwealth Writers, which inevitably foregrounds the active global network of almost thirty writers from various regions of the world working seriously on this project of retrieving the lost indentured narratives. The editors of the book acknowledge the genuine contribution of the association of Commonwealth Writers, which is “the cultural initiative of the Commonwealth Foundation” and this association, the editors claim, “inspires and connects writers and storytellers across the world, bringing personal stories to a global audience” (Dabydeen et al., 2018, p. vii). The pronoun ‘we’ of the title of this book represents the storytellers of the present generation, while the determiner ‘your’, mentioned in the title, refers to the coolies, the ancestors of these storytellers. The book therefore is indicative of academic activism that seeks to highlight the significance of reading, researching and discussing these personal narratives in the context of indenture diaspora

Neck pain among smartphone users: an imminent public health issue during the pandemic time

Neck pain among smartphone users: an imminent public health issue during the pandemic time

Investigation of Students' Cognitive Learning in Mathematics Lessons Supported with Writing Activities

The aim of the present research was to examine the contribution of expository and journal writing activities to the cognitive development of 7th-grade students with varying levels of academic achievement in mathematics education. The qualitative research approach has been adopted in this research. The lessons were conducted in one 7th grade class of 28 students using a total of 26 expository writing activities and 6 journal writings designed to address the topics of lines, angles and measuring angles, operations with integers, rational numbers, algebraic expressions, equations, ratio and proportion.‖ During the 14 weeks of lessons, three themes were created and various codes were established under these themes by means of content analysis of the written explanations obtained from students' expository writing activities and diaries. In addition, the expository writing activities were analyzed using an analytical scoring rubric (ASR). The findings were coded under three themes: (1) features of the students' explanations (2) use of mathematical language and (3) mathematical algorithms and calculations. According to the data obtained, it has been determined that writing activities contribute to the cognitive development of particularly those students with a moderate level of academic achievement. In addition, it was revealed that the responses provided in writing activities by students with different levels of academic achievement varied. Based on the results of the study, it is recommended that writing activities be implemented over a long and continuous period of time.

The Implementation of Daily Journal Writing in Teaching Recount Text for the Second Grade Students in MTs Khoirotul Islamiyah Pematangsiantar

This research is focused on the advantage of using daily journal writing in teaching recount texts for the second grade students at MTs Khoirotul Islamiyah Pematangsiantar. The problem of this research are: 1) How is the implementation of daily journal writing in teaching recount text for the second grade students at MTs Khoirotul Islamiyah Pematangsiantar? ; 2) What are the advantages of daily journal writing in teaching recount text for the second grade students at MTs Khoirotul Islamiyah Pematangsiantar?. The objective of this study are: 1) To describe the implementation of daily journal writing to teach recount text for second grade at MTs Khoirotul Islamiyah Pematangsiantar; 2) To know what are the advantages of daily journal writing in teaching recount text of second grade at MTs Khoirotul Islamiyah Pematangsiantar. From the data analysis it can be concluded that : 1) Daily journal writing makes the students motivated and interested in making recount text; 2) Using daily journal writing in teaching recount text have many advantages for the teacher and students in learning activities, it is known from the result of obsevation in the classroom, questionnaire, and interview to the English teacher.

Exploring the Effect of Paper-and-pencil vs. Blog JW on L2 Writing in terms of Accuracy, Fluency, Lexical Complexity, and Syntactic Complexity

In the field of second/foreign language learning, Journal Writing (JW) has been used as a tool for self-expression, acknowledged for its multiple benefits with regard to various aspects of language learning. With the advancements of technology, however, few studies have addressed the potentials of internet-based platforms such as blogs in the practice of JW. The present study, therefore, has attempted to juxtapose the traditional paper-and-pencil mode of JW with Blog JW to explore the potential impacts on L2 learners’ writing skill. To this end, four elements of accuracy, fluency, lexical, as well as syntactic complexity were examined in the participants’ writing samples through relevant measures. To analyze the data, (M)ANCOVAs and (M)ANOVAs were conducted, the results of which are summarized and presented. The general conclusion of the study was that, JW, in particular, in the form of blogging has the potential of enhancing the quality of language learners’ writing.

Journal Writing: Effects on Students’ Writing Proficiency and Student and Teacher Attitudes

In today’s world, writing is no longer a natural activity, especially for the younger generation. They look upon this activity as too complex, overwhelming and sometimes irrelevant. These attitudes are amplified when having to write in a second language. In EFL tertiary education, the expectations of academic achievement have become far greater than actual student capabilities. This study examined the possibility of using journal writing, both with and without an audience, as a way to address this issue. It is believed that by engaging students in the act of writing without the burden of an academic topic, it will indirectly impact students’ academic performance. Seventy-six undergraduate students in three groups (one control and two experimental) were involved. Data was collected in the form of pre-test and post-test writing, student focus group meetings and an interview with the instructor. From the study, it was found that dialogue journal writing with an audience contributed to an increase in the proficiency level of students, especially in terms of their organizational skills. In addition, students who undertook journal writing expressed gains in self-confidence, and were aware of the role of journal writing in this. Finally, journal writing was found to offer insight to the instructor with regard to what is happening under the surface of a class, and thus better address students’ needs. Keywords: EFL, academic writing, writing proficiency, journal writing

IMPROVING STUDENTS’ WRITING SKILL THROUGH REFLECTIVE JOURNAL: A STUDY AT A SENIOR HIGH SCHOOL IN ACEH

Purpose of the study: The purpose of this study was to find out whether there is any significant difference between the students who are trained through reflective journal writing and those who are not trained through reflective journal writing. It also wanted to know students’ responses toward reflective journal writing the implementation. Methodology: The methodology of this study is an experimental research which used a quasi-experimental design. Quasi-experimental research is used to know the differences between classes that are given training and classes that are not given. The research design used in this study is the non-equivalent control group design. In this research, there were two classes taken as samples, namely experimental group and control group which consisted of 30 students of each group. The author used tests (pre-test and post-test) and questionnaire as the instruments to collect the data. The quantitative data was obtained from the result of pre-test and post-test scores of students’ writing in experimental and control groups. Then both scores were analysed through the SPSS program to calculate t-test. Main Findings: The findings of the research showed that the mean score of post-test of the experimental group 76.73 is higher than the mean score of control class 63.10. Furthermore, the result of p-value obtained from the post-test of the experimental and control group was 0.00 is less than the level of significance degree α = 0.05. In other words, there was a significant difference between the students who were trained through reflective journal writing and those who were not trained through reflective journal writing. Applications of this study: The implications related to this study the authors suggest to use Reflective Journal Writing Strategy to help students to be critical thinking writers and for the next researcher to use this strategy in other kinds of texts. Teachers are suggested to use this strategy to teach writing skills for other aspects of writing. Novelty/Originality of this study: This strategy has never been used by English teachers in South Aceh and it can contribute to the teachers to use this strategy in teaching writing, especially for senior high school students. In conclusion, the use of Reflective Journal improved students’ writing skill, especially in writing recount text of senior high schools first-grade students in South Aceh.

The Use of Dialogue Journal Writing to Improve English Language Learners’ Writing Skill

Dialogue journal writing is a tool utilised in the teaching of writing that allows teachers to provide feedback and responses to students’ writing in a non-corrective manner. It is believed that this teaching tool can improve students’ overall writing ability. Over a span of 20 years of published studies, this systematic review will examine the effectiveness of dialogue journal writing on English language learners’ overall writing skills. A total of 692 English language learners (ELLs) in 1997 to 2019 are represented in the analyses across 19 studies; seven cases of action research, one case study and eleven experimental studies. Findings suggest that ELLs benefit from dialogue journal writing in terms of specific English writing skills both academically and socially. Implications for further study and practice are also discussed.

Science Outside Academies: An Italian Case of “Scientific Mediation”—From Joule’s Seminal Experience to Lucio Lombardo Radice’s Contemporary Attempt

Starting from the seminal experience of James Prescott Joule, this paper aims to debate the possibility of “making” science outside universities and academies. Joule himself studied as an autodidact and did not make his own discoveries while following an academic path; on the contrary, at first, the associations and academic societies of the time tended not to recognize his works officially. All of this happened throughout the nineteenth century during the period of the first relevant tendency to science popularization. For example, looking at the second half of the England of the 1800s, we can refer to Michael Faraday’s open lessons for children like The Chemical History of a Candle. Following this perspective from a historical view, this paper explores the Italian attempts to communicate science—from the ‘50s to the ‘70s—to a larger public via television and other media, also considering the political and social backgrounds behind this choice. In particular, this paper also deals with Lucio Lombardo Radice’s work on TV programs and writings in social-political journals and daily newspapers, as a mathematician and pedagogist engaged on the importance of what he specifically called “Scientific mediation”, as a “method” to teach and popularize science to a larger public.