The Impact of Reflective Journal Writing (RJW) on Learners’ Mindfulness, Mastery Goal, and Language Learning | ||
| Journal of Studies in Language Learning and Teaching | ||
| مقاله 1، دوره 2، شماره 1، اردیبهشت 2025، صفحه 1-14 اصل مقاله (551.31 K) | ||
| نوع مقاله: Original Article | ||
| شناسه دیجیتال (DOI): 10.22034/jsllt.2025.3679 | ||
| نویسندگان | ||
| Afsaneh Ghanizadeh* 1؛ Sima Kamel2؛ Behzad Ghonsooly3 | ||
| 1English Department, Imam Reza International University, Mashhad, Iran | ||
| 2Islamic Azad University, Toirbat Heidariyeh Branch, Torbat-e Heydariyeh, Iran | ||
| 3English Department, Faculty of Humanities, Ferdowsi University of Mashhad, Mashhad, Iran | ||
| چکیده | ||
| The present study investigated the impact of reflective journal writing on the mindfulness, mastery goal, and language achievement of English as a Foreign Language (EFL) students. In so doing, a quasi-experimental study with 30 participants in two groups was designed. The14-item mindfulness scale by Langer (2004) and 6 items of the mastery goal orientation questionnaire by Midgley et al. (1998) were distributed among the participants of the two groups at two points during the study. The items of the mindfulness scale were organized according to three dimensions: novelty seeking (NS), novelty producing (NP) and engagement (E). The participants in the experimental group were instructed to generate a reflective journal, derived from the five stages of O’Farrell’s (2007) model, when they attended the class with no explicit judgment and correction by the instructor. Thus, instead of the teacher, the students started to judge and assess themselves. The results of the pretests indicated that the participants of the two groups were homogenous with regard to their mindfulness, mastery goal, and language proficiency. The result of the posttest demonstrated the positive effects of reflective journal writing on mindfulness, mastery goal, and language achievement. Based on the above findings, teachers are recommended to apply this method and consider a specific time in their classes or as homework after classes, either in the electronic layout incorporating multimedia capabilities or in the conventional format, to provide an opportunity for students to freely record their feelings, emotions, and thoughts about the events during the class and foster their metacognitive skills and goal-orientations. | ||
| کلیدواژهها | ||
| Language achievement؛ Mastery goal؛ Mindfulness؛ Reflective journal writing | ||
| عنوان مقاله [English] | ||
| واکاوی تأثیر ژورنال نویسی تاملی بر ذهن آگاهی، اهداف تبحری و یادگیری زبان | ||
| نویسندگان [English] | ||
| افسانه غنی زاده1؛ سیما کامل2؛ بهزاد قنسولی3 | ||
| 1گروه زبان انگلیسی، دانشگاه بین المللی امام رضا، مشهد، ایران | ||
| 2دانشگاه آزاد اسلامی، واحد تربت حیدریه، تربت حیدریه، ایران | ||
| 3گروه زبان انگلیسی، دانشکده علوم انسانی، دانشگاه فردوسی مشهد، مشهد، ایران | ||
| چکیده [English] | ||
| مطالعه حاضر به واکاوی تأثیر ژورنال نویسی تاملی بر ذهن آگاهی، اهداف تبحری و یادگیری زبان در بین زبان آموزان انگلیسی به عنوان زبان خارجی (EFL) می پردازد. بدین منظور، مطالعه شبه تجربی با 30 شرکت کننده در دو گروه طراحی شد. مقیاس ذهن آگاهی 14 ماده ای لانگر (2004) و 6 سؤال از پرسشنامه جهت گیری اهداف یادگیری توسط میدگلی و همکاران (1998) بین شرکت کنندگان دو گروه در دو مرحله پیش آزمون و پس آزمون در طی مطالعه توزیع شد. ذهن آگاهی بر اساس سه خرده مقیاس خلق نوآوری، طلب نوآوری، و مشارکت سنجیده شد. به شرکت کنندگان در گروه آزمایش آموزش داده شد تا ژورناهای تأملی خود را، برگرفته از مدل پنج مرحله ای O'Farrell (2007)، و بدون داوری و اصلاح توسط معلم در کلاس تولید کنند. بنابراین دانش آموزان به جای معلم شروع به قضاوت و ارزیابی خود کردند. نتایج پیشآزمونها نشان داد که شرکتکنندگان دو گروه از نظر ذهن آگاهی، اهداف تبحری و مهارت زبانی همگن بودند. نتیجه پس آزمون تأثیر مثبت ژورنال نویسی تأملی را بر ذهن آگاهی، اهداف تبحری و پیشرفت زبان نشان داد. بر اساس یافتههای فوق، به معلمان توصیه میشود که با استفاده از این روش و در نظر گرفتن زمان مشخصی در کلاسهای خود یا بهعنوان تکلیف بعد از کلاس، چه در قلب الکترونیکی با قابلیتهای چندرسانهای و چه در قالب متعارف، فرصتی برای ثبت آزادانه نظرات و بازخوردهای احساسات و افکار آنها در مورد وقایع کلاس دانشآموزان فراهم کنند. | ||
| کلیدواژهها [English] | ||
| پیشرفت زبانی, اهداف تبحری, ذهن آگاهی, ژورنال نویسی تاملی | ||
| مراجع | ||
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