The Effect of Using Personal Experience Journals on Writing Fluency and Writing Anxiety of Al-Aqsa University EFL Students
Bibliographic record
Abstract
Journal writing strategy is useful for improving students' English as a foreign language writing. However, a few researchers have investigated the use of journal writing in Palestinian English as a foreign language instructional settings. The current study examined the effect of one of the journal writing types i.e., personal experience journals on writing fluency and writing anxiety of a sample of students majoring in English language at Al-Aqsa University. The researcher administered a writing test and a closed-questionnaire to 30 students, and conducted semi-structured interviews with 12 students selected from the 30 ones. The study concluded that using personal experience journals could develop the participants' writing fluency and reduce their writing anxiety. Additionally, the interviews data analysis revealed that the participants had positive views on personal experience journals. Based on the study results, the researcher offered relevant implications.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".