The Effectiveness of keeping a diary in improving EFL students' vocabulary achievement

Abstract

This research aims at investigating the effectiveness of keeping a diary as a learning technique in improving EFL learners' knowledge of English vocabulary. It also seeks to know the perceptions and viewpoints of teachers and students towards this technique. In this respect, the learner-centered method can be applied to our study in which the learner can practise diaries to improve their knowledge of vocabulary. As a first step, we put forward one main hypothesis: If EFL learners write diaries, their level of vocabulary would be improved. It is believed that vocabulary is something that can be achieved through practice; Students do not wait for their teachers to teach them new words. To achieve such an aim, we opted for a combination of qualitative and quantitative research methods, which include an experimental study and questionnaires. First, we have conducted an experiment to see the extent to which writing diaries have helped leaners in improving their vocabulary knowledge. Second, we have used the teachers' and students' questionnaires to investigate their attitudes towards the effectiveness of using diaries as a vocabulary learning technique. The analysis of the experiment showed that using diaries as a learning vocabulary technique can be very effective in improving students' knowledge of vocabulary. The analysis of the questionnaires indicates that teachers and students showed very positive attitudes towards this technique. All teachers and students agree that writing diaries can be used as a technique for improving EFL learners' vocabulary knowledge. Accordingly, it is recommended that diaries should be incorporated in the teaching materials.