Exploring the Use of Dialog Journal Writing to Improve Writing Proficiency among Students at A Community College -A Preliminary Study

Abstract

This study explores the impact of Dialogue Journal Writing (DJW) on improving descriptive writing proficiency among community college students in Malaysia. Writing remains a challenging skill for English as a Second Language (ESL) students, often exacerbated by limited exposure and traditional exam-oriented instruction. DJW offers an interactive and low-stress platform for students to engage in writing while receiving personalized feedback from instructors. This quasi-experimental study involved 15 female community college students, aged 18 and above, enrolled in English language courses. Through a pre-test and post-test design, the study assessed students' descriptive writing fluency before and after four weeks of DJW intervention. Results indicated significant improvements in students' writing performance, as evidenced by higher post-test scores and an increase in writing fluency, measured through word count progression in journal entries. Participants' descriptive writing skills improved across various dimensions, including idea development, organization, and vocabulary. The study highlights the effectiveness of DJW in fostering confidence, reducing writing anxiety, and enhancing writing proficiency. The findings suggest that DJW is a valuable tool for improving descriptive writing in ESL classrooms, with potential implications for broader application in writing instruction at the community college level.