TY - JOUR ID - 137502 TI - Impact of Dialogue Journal Writing on EFL Learners’ Self-Regulation and Reading Comprehension Performance JO - International Journal of Language and Translation Research JA - IJLTR LA - en SN - 2750-0594 AU - Rostami Ravari, Mahdi AU - Fatehi Rad, Neda AD - Department of English Language, Kerman Branch, Islamic Azad University, Kerman, Iran Y1 - 2021 PY - 2021 VL - 1 IS - 3 SP - 39 EP - 70 DO - 10.22034/978389966737_003 N2 - Dialogue journal writing is an activity by which language participants can make a bond of written communication with their teachers and practice various aspects of the target language. This feature can make dialogue journal writing a learner-centered instrument to improve learners' proficiency in different aspects of language. With this in mind, the present study explored the impact of dialogue journal writing on self-regulation and reading comprehension performance of EFL learners in a language institute. To this purpose, an experimental pre-test, post-test research design was used. The participants of the study were 60 pre-intermediate participants who were divided into experimental and control groups of equal size (30). At the end of the treatment, the participants took a post-test and post-questionnaire of self-regulation and the scores were recorded carefully. The results of the study indicated that the employment dialogue journal writing has a significant impact on Iranian EFL learners’ reading comprehension skill and their self-regulationDialogue journal writing is an activity by which language participants can make a bond of written communication with their teachers and practice various aspects of the target language. This feature can make dialogue journal writing a learner-centered instrument to improve learners' proficiency in different aspects of language. With this in mind, the present study explored the impact of dialogue journal writing on self-regulation and reading comprehension performance of EFL learners in a language institute. To this purpose, an experimental pre-test, post-test research design was used. The participants of the study were 60 pre-intermediate participants who were divided into experimental and control groups of equal size (30). At the end of the treatment, the participants took a post-test and post-questionnaire of self-regulation and the scores were recorded carefully. The results of the study indicated that the employment dialogue journal writing has a significant impact on Iranian EFL learners’ reading comprehension skill and their self-regulation. UR - https://www.ijltr.org/article_137502.html L1 - https://www.ijltr.org/article_137502_ac0086fd71a195e528b41e5c39dc37b3.pdf ER -