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type:Article
Dialogue journals are a means of continual written communication between two participants. This paper explores their effect on a language learners' ability to write at length in a set amount of time as well as whether increases in the learners' confidence in writing and/or reading ability can be seen. Student improvement was measured both quantitatively (through word counts of timed journal-writing sessions) and qualitatively (through surveys of the learners' confidence in reading and writing taken before and after the study). Learners showed an overall improvement in ability to write at length and increases in both reading and writing confidence. Additionally, learners spoke of language learning strategies that aided their language learning endeavors.
収録刊行物
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- 教科教育学論集(eISSN 2436-4096)
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教科教育学論集(eISSN 2436-4096) 16 21-26, 2017-03-31
大阪教育大学教科教育学研究会
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詳細情報 詳細情報について
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- CRID
- 1050845762733077888
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- NII論文ID
- 120006224987
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- NII書誌ID
- AA11652326
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- ISSN
- 1348186X
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- NDL書誌ID
- 028589722
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- 本文言語コード
- en
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- 資料種別
- departmental bulletin paper
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- データソース種別
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- IRDB
- NDL
- CiNii Articles