Dialogue journal in L2 classroom: A sociocultural perspective
Abstract
This study investigated whether Dialogue Journal Writing (DJW) could improve students' classroom participation and willingness to communicate through sustained written interaction with the teacher, drawing on a sociocultural perspective. The participants included 15 intermediate and upper-beginner EFL learners attending two private language institutes in Iran over a period of 2.5 months. To ensure a comprehensive understanding of the intervention’s impact, a triangulated approach to data collection was adopted, incorporating questionnaire data, a participation rubric, semi-structured interviews, and textual analysis of journal entries. The findings revealed statistically significant improvements in both classroom participation and willingness to communicate (p < 0.05). Moreover, the journals served not only as a means of linguistic practice but also as a space for meaningful interaction and individualized feedback from the teacher, effectively fostering learners’ development throughout the process.
Keywords
sociocultural theory, willingness to communicate, participation, dialogue journal writing (DJW), second language acquisition, Vygotsky
How to Cite
Ghafar Samar, R. & Parsaie, Z., (2025) “Dialogue journal in L2 classroom: A sociocultural perspective”, The Journal of Second Language Acquisition and Teaching (JSLAT) 31, 98–124. doi: https://doi.org/10.2458/jslat.7415
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