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Group journaling: Writing as a socia...

Hubbard, Meredith.

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Group journaling: Writing as a social act for women learning English as a second language.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Group journaling: Writing as a social act for women learning English as a second language./
作者:	Hubbard, Meredith.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2013,
面頁冊數:	86 p.
附註:	Source: Masters Abstracts International, Volume: 52-05.
Contained By:	Masters Abstracts International52-05(E).
標題:	English as a second language. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1552816
ISBN:	9781303739927

Group journaling: Writing as a social act for women learning English as a second language.
Hubbard, Meredith.

Group journaling: Writing as a social act for women learning English as a second language. - Ann Arbor : ProQuest Dissertations & Theses, 2013 - 86 p.

Source: Masters Abstracts International, Volume: 52-05.

Thesis (M.S.)--The Florida State University, 2013.

This study investigates the effects of group journal writing and sharing on women English as a Second Language (ESL) students at the Center for Intensive English Studies (CIES) at The Florida State University (FSU). More specifically, it examines the responses of participants to writing as a social act, with sociocultural implications.

ISBN: 9781303739927Subjects--Topical Terms:

516208
English as a second language.

Group journaling: Writing as a social act for women learning English as a second language.
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500 $a Source: Masters Abstracts International, Volume: 52-05.
500 $a Adviser: Rebecca Galeano.
502 $a Thesis (M.S.)--The Florida State University, 2013.
520 $a This study investigates the effects of group journal writing and sharing on women English as a Second Language (ESL) students at the Center for Intensive English Studies (CIES) at The Florida State University (FSU). More specifically, it examines the responses of participants to writing as a social act, with sociocultural implications.
520 $a Eight women participated in this study; they were women of various ages and ethnic and cultural backgrounds who were studying ESL at CIES. The women met twice a week with the principle investigator and wrote in response to non-academic reflective and creative prompts. After writing each journal entry, the women took turns sharing aloud what they had written. Data were collected through interviews, the field notes of the principle investigator, and the journals themselves.
520 $a Findings revealed that participants used their journals as a means of self-reflection and analysis. Findings regarding the effects of authentic audience on the writers were also evident in the use of self-scaffolding and scaffolding for the audience by the participants. Meaning-making was found to take place both through the journal writing itself and in the sharing presentations. Finally, it was found that participants perceived greater fulfillment, though not academic worth, in writing socially for an authentic audience than they found writing in the classroom context.
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