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ELT Journal 1998 52(4):315-322; doi:10.1093/elt/52.4.315
© 1998 by Oxford University Press
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Articles

Diaries: a reflective tool on an INSET language course

Helen Woodfield and Elisabeth Lazarus

Lecturer in TEFL at the University of Bristol Graduate School of Education, where she teaches on BEd in-service and MEd TEFL programmes. She has taught in the UK, Germany, and Brunei and has an RSA Dip. TEFLA and an MEd (TEFL). Her current research interests include the use of verbal report in second language research methodology. E-mail: helen.woodfield{at}bristol.ac.uk
Lecturer in education (Modern Languages) at the University of Bristol Graduate School of Education. She teaches on initial teacher education courses, and in-service and MEd programmes. Her research interests are teaching and learning languages, mentoring, new technologies in the professional development of language teachers, and diary studies. E-mail: elisabeth.lazarus{at}bristol.ac.uk

This article describes a small-scale study conducted with a group of Malaysian teachers on a short language learning course. The teachers kept diaries of their language learning experience, which were analysed according to the themes of barriers to learning and supports to learning. Within this framework it was found that teachers reflected inwards on their own language learning processes and on themselves as teachers. They reflected outwards on the learning processes of their students and on the teaching process in relation to themselves as adult learners. Teachers also reflected on issues relating to the teaching and learning process. The language of the teachers' diaries was indicative of an attempt to link theoretical issues in second language learning with their own experiences as teachers and learners. The article concludes that diaries may provide an effective tool in encouraging INSET teachers to link theory and practice in second language learning, and to reflect in more depth on the language learning process at a group and individual level.


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ELT J, October 1, 2007; 61(4): 321 - 329.
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