Article Review - "The Use of Dialogue Journal Through E-mail Technology in Developing Writing Interest and Skills"

Title: The Use of Dialogue Journal Through E-mail Technology in Developing Writing Interest and Skills
Journal: Malaysian Online Journal of Instructional Technology, Volume 1, No. 2, December 2004
Author: Rafiza A. Razak and Adelina Asmawi, Department of Language and Literacy Education, Faculty of Education, University Malaya, Malaysia.

Summary of Article
In Malaysian context of education, the use of technology is still considered as a new approach in teaching and learning in the classrooms. Therefore, educationists are encouraged to explore and understand the benefits of integrating technology in enhancing students’ interest and skills, particularly in Malaysian ESL classrooms.

The article was written as a literature review on the use of technology in ESL classrooms in Malaysia. The main objective of the article is to provide the information regarding the benefits of the use of dialogue journals through e-mail technology; firstly, on the potentials of e-mail technology as an attractive medium in ESL teaching-learning to generate students’ interest in learning writing, and secondly, on how dialogue journals through e-mail helps in improving students’ writing skills in English. The article as a whole aims to explain on how the application of dialogue journals through e-mails can enhance the teaching and learning of English in Malaysian secondary schools based on three major theory of language learning including:

i. Vygotsky’s Learning Model
Zone Proximal Development supports gradual process and scaffolding in learning any skill, in this context, writing skills. The dialogue journal activity fits the ideal of this learning model as it encourage learners to develop their writing skills gradually, parallel with their cognitive development, with the guidance or collaboration with more capable peers. Dialogue journal is viewed as an effective language practice as it combines the language skills with other cognitive skills such as the higher order thinking skills.

ii. The Constructivist Theory
As the constructivist theory of learning centralizes the importance of conducive learning environment and positive habit formation, dialogue journal offers an effective means to optimum language learning for ESL students. Dialogue journal through e-mail technology promotes a complex learning environment that incorporates authentic language learning. It is also more student-centered, giving the students more opportunities and autonomy in their own writing development. Aside from that, the students will be exposed to multi perspectives from reading each other’s journal. Moreover, the use of e-mail technology would foster positive social interactions between both teachers and students.




iii. Computer Mediated Communication (CMC)
CMC covers a wide scope of communication via computers. In this article, it focuses solely on the use of e-mail technology in ESL teaching and learning. E-mail enables communication in written form; it is also asynchronous, which allow interactions at different times. Warschauer (1995) states that electronic communication facilitates communication, gives students a sense of achievement, empowers students, and enhances learning. E-mail promotes natural and real communication between individuals. It is motivating for the students as they will be anticipated to have authentic audience responding to them. E-mail technology provides opportunities for communication, collaboration, and information for the students and teachers. The use of e-mail technology in teaching of writing is not only as an integration of modern technology into ESL classroom, but also one way to promote effective self-learning among students.

The article discusses on several researches on the use of e-mail in teaching of ESL writing. The researches generate almost similar findings which suggest that e-mailing activity improves ESL students’ writing abilities as it provides practice in reading and writing using the target language to express ideas and opinions to real audiences in authentic settings.

Besides that, there is also a significant discussion on several studies conducted regarding the use of dialogue journal writing and sharing of dialogue journals via e-mail. From the studies conducted, it is evident that dialogue journal writing via e-mail could serve as a tool for students to practice the target language

It is concluded in the article that dialogue journal through e-mail technology is an effective tool for developing students’ interest and writing skills as it serves as a meaningful writing activity. Nevertheless, only few studies done to investigate the application of dialogue journal through e-mail technology, especially in Malaysian ESL classrooms.


Critical Reaction
I am very interested in this article especially because it discusses on the use of dialogue journal through e-mail technology in enhancing students’ interest and skills in ESL writing. Writing is known as the most complicated language skill to be mastered, even by native speakers of the target language. For ESL students in Malaysia, developing their writing skills is something difficult and even de-motivating.

For years, dialogue journals have been integrated in ESL classrooms as an interactive activity for writing practice. I personally favor the dialogue journal activity to be integrated in teaching of ESL writing as it gives learners freedom to express and share their ideas with peers and teachers in a friendly and authentic setting. The primary goal of writing dialogue journal is to practice the target language in a communicative setting. Thus, there should be no pressure for the learners in forming grammatically correct sentences; as long as the meaning is conveyed, the dialogue journal is considered as successful. Especially because dialogue journal entries are not graded, it motivates ESL students to write down their ideas and exchange opinions with each other in virtual cyber space. Learners would feel more confident and optimistic in practicing the target and developing their writing skills, hence, allowing them to explore their own interests, strengths, and weaknesses in writing. In a way, the whole process of writing a dialogue journal is a self-reflection process, or Meta learning for the ESL students.

On top of that, the integration of e-mail technology is a brilliant way to enhance the effectiveness of dialogue journal writing in ESL classroom. In my opinion, the use of e-mail technology is an effective mean of interaction between teachers and students. E-mails enable teachers and students to exchange information and feedback anytime and anywhere they want. Communication in education is made easy and convenient for both teachers and students. Aside from being an up-to-date teaching aid, can also be a strong element to enhance students’ motivation and participation in activities that aim to develop their interest and skills in writing. ESL students in Malaysia nowadays are very fond of electronic communication; hence, the students will be motivated and anticipated to write their journal and sending them via e-mail to their peers and teachers. Especially for the shy students, this is a great opportunity to learn without being too afraid of making mistakes in front of other people.

The use of dialogue journal through e-mail technology is undeniably an effective way to improve ESL students’ interest and skills in writing. This is also a very relevant approach to be applied in Malaysian ESL classrooms nowadays. The use of electronic communication enables students to access to various language learning opportunities; hence, promoting globalization in education. However, we have to admit that not all Malaysian ESL classrooms are able to integrate the use of technology such as e-mail in teaching and learning of writing. The main shortcoming that hinders the application of technologically-advanced writing activity is the limited access to the computers and internet in some schools in Malaysia. As the result, some students in certain schools do not have the opportunities to obtain the experience in developing effective writing through electronic communications. I personally think that this shortcoming is really costly in a way that it might lead to low standard of English mastery among students. The poor access to computers and internet also deprive ESL students in Malaysia from receiving the kind of learning experience they deserved in this era of advanced information technology. Henceforth, the responsible parties should take this matter more seriously in order to ensure the effectiveness of teaching and learning of English as second language in Malaysian classrooms.

As a conclusion, the article has successfully explained on how the use of dialogue journals through e-mail technology benefits ESL students’ interest and writing skills. This article encourages teachers to explore new things to optimize the students’ language learning. It also makes readers realize that in teaching and learning of writing in ESL classroom, the most essential thing is to provide a conducive, authentic, and meaningful communicative settings for the students to practice the target language.


REFERENCES

Rafiza A. Razak & Adelina Asmawi. (2004). The Use of Dialogue Journal Through E-mail Technology in Developing Writing Interest and Skills.
http://pppjj.usm.my/mojit/articles/pdf/1204/The%20Use%20of%20Dialogue%20Journal%20Through%20Email%20Technology.pdf Accessed on 14 February 2010

Kamaruzzaman Jussoff, Siti Akmar Abu Samah, & Posiah Mohd. Isa. (2008). Inculcating Values and Ethics in Higher Education E-Learning Drive: UiTM i-Learn User Policy. International Journal of Human Sciences.

Neo, K.N., Neo, M,. & Kwok,J.W.J. (2009). Engaging Students in a Multimedia Cooperative Learning Environment: A Malaysian Experience.
http://www.editlib.org/d/29659/proceeding_29659.pdf accessed on 20 February 2010