Abstract:
This study attempted to determine whether or not dialogue journal writing
encouraged critical reflection in the adult ESL (English as a Second Language) learner.
According to research in adult education and anecdotal evidence, the process ofdialogue
journal writing can facilitate critical reflection in the adult learner. However, little research
has been conducted to examine whether or not journal writing can facilitate critical
reflection in the second language learner. As a result, ten low-intermediate level adult
ESL students from Brock University's Intensive English Language Programme
participated in a dialogue journal writing programme in their writing class. The
participants wrote journal entries over a 10-week period, and were interviewed once
throughout the process to determine their perceptions ofthe journal writing experience.
They also were observed by the researcher throughout the journal writing sessions to
establish whether any behaviours or intrusions might affect the participants' writing
processes. After the content ofthe journals and the interviews, and the observations made
by the researcher were analysed, it was confirmed that, for these participants, dialogue
journal writing did not necessarily encourage critical reflection. Moreover, the
participants' perceptions ofjournal writing were that it helped them to practise the syntax,
vocabulary, and rhetorical patterns ofEnglish; nevertheless, it did not foster critical
reflection or thinking.
