Diyalog günlüğünün dil kaygısı ve sınıf üzerindeki etkisi

This study explored the impact of using dialogue journals on languageanxiety and classroom affect. The study was conducted with one control group andone experimental group at Zonguldak Karaelmas University in the spring semester of2005. In total, 48 students and one teacher participated in the study. Following aworkshop on the implementation of the dialogue journal, the teacher taught her classas usual and added dialogue journal use. Dialogue journal use was not part of theinstruction for the control group.Data were collected through questionnaires and interviews. Thequestionnaires were administered to both groups before and after the six-weektreatment. The questionnaires consisted of Likert scale items from (1)-StronglyDisagree to (5)-Strongly Agree. Interviews were also conducted with the teacher andselected students after the treatment.Questionnaires were analyzed by t-tests and ANOVA tests. The resultsrevealed that no significant differences after the treatment were found between thecontrol group and the experimental group students? anxiety levels as measured byFLCAS. However, data collected in teacher and student interviews suggested thatdialogue journal implementation had positive effects on attitudes towards Englishcourses.Key Terminology: Foreign language anxiety, dialogue journal.