The Effect of Diary Writing on Improving Iranian Young EFL Learners’ L2 Vocabulary Learning

Giti Rasouli, Elnaz Shoari


It is generally recognized that vocabulary is a most vital step in the process of language learning. The quantity of words someone knows is of great role in this way the more words you know the better you will be able to comprehend what you hear and what you read, and consequently you can write in a more effective manner. Thus, the current study aimed at investigating the effect of diary writing on improving vocabulary learning of Iranian EFL learners. Sixty female learners (at pre-intermediate level) participated in this quasi-experimental study which lasted one academic term and carried out. There were two groups; one as experimental in which the new words were taught through writing diaries, and the other as control in which learned the same words through traditional instruction. A PET test was administered at the beginning of the study to both groups. Afterwards for ensuring the comparability of the learners’ word knowledge-before the program- a pre-test of vocabulary was administered, and after the program for measuring the effectiveness of the intervention one post-test was taken. The results of the study have provided strong support for the diary writing, since through writing the diaries with new words, learners have been deeply engaged with the act of learning them.


diary writing, Iranian young EFL learners, vocabulary learning, traditional instruction

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