The Diaries of ESL Learners:

A Fresh Look at Language Learning Experience

Md Ikram Mahadzir, Normah Ismail, Kamalanathan a/l Ramakrishnan

Academy of Language Studies
UiTM Johor

mdikr650@johor.uitm.edu.my

Abstract

The process of acquiring a second language differs from one person to

another. Not much is known about the how, when, what or why this is so as
most non-native speakers of the language are not normally aware that they
have actually gained a second language. Studies using analytic scales to
measure language-learning experiences have mostly yielded results that are
hard to define. This is an on going study that made use of an introspective
approach to second language acquisition (SLA) study. Through the use of
diary study, we had hoped to raise the writers’ awareness of the SLA
process that the students were going through. The conclusion that we
arrived at indicated that we could learn much from our students’ experience
in order to create a more meaningful language learning environment.

Keyword: second language acquisition diary study introspective

Introduction

Diary Study

“The best way of finding out what goes on in the learner’s mind is by direct introspection.” (Bailey
& Ochsner 1983).

Bailey and Ochsner noted that diaries provide a valuable longitudinal record of the interaction
between an individual and his/her learning processes. Therefore, through studying diary entries,
researchers can gain a perspective of learners' unconscious learning experiences and processes.

Diary studies serve one of two major purposes: the investigation of phenomena as they unfold over
time, or the focused examination of specific, and often rare, phenomena. People provide frequent
reports on the events and experiences of their daily lives. These reports capture the particulars of
experience in a way that is not possible using traditional designs. A fundamental benefit of diary
methods is that they permit the examination of reported events and experiences in their natural,
spontaneous context, providing information complementary to that obtainable by more traditional
designs (Reis 1994).

In relation to language learning, Faerch and Kasper (1987) best describe a diary study as “a first
person account of a language learning or teaching experience, documented through regular, candid
entries in a personal journal and then analyzed for recurring patterns or salient events.”

1
Diary study in language learning research

The table below lists some applications of the diary in language learning research:

Pedagogic Learners in Author Area Of Research

classrooms Peck, S. (1996) growth of cultural sensitivity in FL
learners
Block, D. (1996) (oral diaries):the problem of uptake
and gaps in teacher and learner
perceptions of learning
Trainees Thornbury, S. use of teaching practice logs for
(1991) trainee self-assessment and
awareness
Richards, K. (1992) reflection on FLL as a
consciousness-raising tool
Expert Language learning Bailey, K. (1983) the role of affective issues ('anxiety'
and 'competition') in LL
Campbell, C. prior LL experience in FLL(re-use of
(1996) prior learning styles and strategies)
Experienced teachers Ashton-Warner, S. importance of learner-centred
(1963) methods in vocabulary acquisition
Towndrow, P. Laptop journal exploring on-line
(2004) tutoring difficulties
Teacher trainers Bailey, K. (1996) class-group diary and the dialogic
process
Fig. 1.1 (Adapted from McDonough and McDonough, 1997:133, Fig. 8.1)

From the table above, we can see that diary studies have been an important introspective tool in
language research. They can provide a perspective of learners' learning experiences and processes
which may be "hidden" or "inaccessible" through observation from investigators (Bailey &
Ochsner, 1983, p. 189). In noting that descriptive and interpretive research are particularly suited
for 'investigating behaviour in context', Nunan asserts that “diaries, logs and journals are important
introspective tools in language research,” and that “rich insights into some of the psychological,
social, and cultural factors involved in language learning and teaching could only be yielded
through journal or diary writing “ (Nunan, 1992). McDonough and McDonough, (1997:121)
concur, commenting on the diary’s suitability: "Indeed the theme of change over time and the
sense of writing about a process is one that resonates directly with the use of diaries in educational
research." In spite of the advantages of diary study in researching classroom and teacher processes
over time, McDonough and McDonough (p.131) note that there are relatively few studies in diary
form compared with other studies of SLA. However, this trend may be changing with the advent of
the online Internet diary, otherwise known as a ‘blog’.

Diary study and language learning experience

Some diarists keep a journal recording their language learning experience as a participant in
someone else's study. Others are the investigators themselves (Bailey & Ochsner, 1983; Cohen,
1997; Jones, 1994; Schmidt & Frota, 1986). Diary studies, like any other case studies, cannot make

2
claims for generalizations. However, they have provided valuable insights regarding various
aspects of language learning which include learners’ anxiety, learning strategies, impact of
classroom interaction, conversational interaction, proficiency thresholds, self-study, vocabulary
development, and pragmatics, to name a few.

Limitations of a diary study

A major limitation of a diary study is its subjectivity, as has been well recognized by researchers in
general (e.g., Schmidt & Frota, 1986). Jones (1994) observed that when a researcher is the
observer as well as the subject under study, it creates a "triple subjectivity" which may "increase
the danger of finding what one sets out to find rather than what is objectively there" (p. 444).
However, Jones also argued that if the goal of a study is to find out what is involved in the learning
process, then that subjectivity -- "how one perceives the processes, what one chooses to record" --
should be an important part of the study.

Background to this study

Even though most of our students recognize the importance of mastering English,
most rarely or do not use English outside the classroom. To address this problem, we encourage
our students to create more opportunities for themselves for learning the language beyond the
classroom, for example through reading, discussions and presentations. However, some are still
unable to take greater responsibility for their learning even though there are many resources
available. Why ?

We believe one of the reasons lies with the learners’ experience in learning English. We do not
have much knowledge about learners’ first hand account of this, which can inform us about their
language learning progress. The social context, for example, can affect a language learners’
experience. How do learners motivate themselves? How do they deal with their language learning
anxieties?

Objectives

The objectives of this study are :

• To describe the students’ language learning experience.

• To examine common features in the student’s language learning experience
• To understand how students learn language on their own.

Significance of the study

Through their first person accounts, we hope to understand how they acquire English in their
everyday surrounding. There are a number of reasons why it is important to learn this:

• As teachers, we have some influence on the language learning experience of our students.
• We should recognize the degree of resourcefulness and initiative that the learners put into
the process of acquiring the language outside the classroom.
• We need to know more about how our students prefer to learn the language on their own.

Research Question

Our study would be guided by the question:

3
• What are some common and unique features of our students’ language learning experience?

Scope of Project

The study would only focus on a selected group of learners who are pursuing undergraduate
studies at Universiti Teknologi MARA Johor. As such the results of this study may not apply to
other situations.

Selection of participants

We asked for volunteers. They are later selected based on:

• their willingness to participate

• their ability to communicate effectively and
• recommendation from their lecturers.

The students who volunteered for the project came from different backgrounds like Computer
Science, Accounting and Business. We did not confine the participants to a particular faculty, as
we would like to know about the different assumptions and views they had about their language
learning experience. We have 7 volunteers, two males and 5 females. All of them are in their first
year of studies.

Method

In order to obtain data for this study, we used diaries and interviews.

Diary

The effectiveness of diary study designs depends on careful consideration of the question(s) one
seeks to answer. A poorly designed diary study can involve considerable effort but may yield little
useful information (Bolger, Davis, Rafaeli, 2003). For this study, we hope to achieve these goals
using the diary study method:

• obtaining reliable person-level information;

• obtaining estimates of within-person change over time, as well as
individual differences in such change; and
• conducting a causal analysis of within-person changes and individual
differences in these changes.

At the start of the project, we briefed the students about the project and the purpose of the diaries.
We emphasized that even though the diary writing was voluntary, we asked for their commitment
to see that the diaries are maintained. Next we explained that they can express all their thoughts
and feelings in the dairies but we would only use what they allowed us to use.

Initially we asked that they write in their diaries every day and submit their entries once a
fortnight. Later, that was changed to once a week. They would submit their entries at the end of the
month. They are also asked to continue writing even through their semester holidays. The students
were given a choice of submitting their diaries on softcopy or little notebooks. All, except one,
turned in softcopies.

In their diaries, they were asked to focus on:

• their feelings about learning English

• problems, anxieties, worries they faced in learning English

4
• what they did, on their own or together with their lecturers, friends, and family members, to
create opportunities learn English
• stories of success or/and failures in their efforts to learn English

We read the diaries in 2 stages. We read them about a week after they were submitted and made
notes. After interviewing the students, we reread their diary entries and discussed our notes.

Interview

Diaries are sometimes used in conjunction with other data collection methods like interviews.
Interviews generate details about an event or a situation that would not be possible to obtain in a
normal conversation. (Lanshear and Knobel, 2004). Among others, interviews are used for:

• obtaining content from an insider’s perspective

• access a person’s understandings of concepts and processes that are of interest to the
researcher
• access the beliefs, values and worldviews of the interviewee

We decided to hold at least 2 interviews with each of the student; one halfway through and one at
the end of the project. Other meetings can be arranged in between the two interview sessions for
follow up work or just to check on how the students are doing. Up to now, we have held one
interview, in April 2006 and one meeting, in October 2006. The interviews lasted between 45
minutes and one hour. During the interview, we asked the students to comment on or clarify what
they wrote in the diaries. We took down notes.

Findings and discussion

When we started to read, we found that some of the diary entries were repetitious and others were
not specifically about the students’ language learning experience. However, after careful reading,
we were able to see some common experience featured across what the students had written. We
were also able to pick out a few unique anecdotes.

Enjoyment and satisfaction in learning English

All of the students mentioned that they enjoy learning English for a number of reasons.

Liyana has relatives who spoke English.

..I’m proud to learn English because I can speak English with my parents, siblings and friends
who are in Singapore. At least I can speak good English with them

Siti worked during the holidays and was happy to be able to use English at work.
..My boss is Filipino who cannot understand Malay. I speak to her in English.

We also came across positive competition and rivalry among the students with their friends or
families.

Syuhada expressed satisfaction learning English because she was able to “challenge” her sister
whose English she thought was inferior (to hers).
…I feel now I’m more confident than before. I was too shy before this. I think the reason is my
sister challenged me. She is the most quiet in the family and all this while I thought my English
was better than her English. Then we take the English tuition class together in Perak, 3 sisters
were in the same class. Then I realized that she is the best in English among the three of us. I felt
very challenged…

Aishah felt good because she was able to teach her nephew and neighbour during the holidays.
…I always teach them because all their homework was in English.

5
Create opportunities for learning English
Most of the students wrote that they learn English through TV, CD or radio. Others go to lengths
to create learning opportunities.

Siti tries to understand the dialogue on TV by not looking at the sub titles.
I like to learn English. I learn through TV and movies. I try hard to focus on the dialogue and not
look at the subtitles. I can know what is the comment.

Raja tries to follow a product instruction in English.

I bought cupboard perfume (sic). I read instruction how to use the instruction and I do. After that,
when I’m confident with what I understand, I read the Malay instructions. It is right. I’m happy.

Challenges
Students wrote about the challenges they faced in learning English on campus. For some, it is to
find opportunities to learn English with friends. For others, the biggest challenge came from their
content subject classes, which are conducted in English.

Aishah wanted to practise speaking English outside the class.

…now I only speak English in my English class and during my presentation.

Salim wrote about his experience with his computer class.

...I never thought that a computer lesson could be hard. I have basic knowledge of computer but
many words and terms are “alien” to me… its difficult for me to understand what those words are.
I have dictionary with me to find the meaning but it takes time.

For Raja, it was with his Accounting class.

..I found 1 or 2 words I don’t understand. To make the account balanced, I should understand the
meaning of the words. Only then I can answer the question.

Disappointment and frustration

In general we found that the students wrote much about their disappointment and worries relating
to the outcome of their assessments. They do not write much about their frustrations at the
outcome of their learning.

Salim has high expectations for himself.

..I do my presentation today. I‘m not satisfied with my presentation because my English is bad and
I’m nervous. I learn about public speaking through books but learning through books and learning
through experience is not the same…

Aishah’s effort to improve her English takes her to the library but she realized that it takes more
than interest to finish a book.
...At 11am we went to the library to find some books. I tried to find an English book but it was very
difficult to find a book that I like…
...I’m in no mood to read although I borrowed English books from the library. I fill my laptop with
English songs I got from my friends…

Persistence
Learning a language on your own can be a great challenge sometimes. Some students wrote about
being corrected, teased or laughed at but they persisted.

Aishah worked during the semester holidays. She tried to speak English with her co-workers.
..It’s often difficult but I must speak English to communicate. They laugh at me but I don’t care
about that…

6
Salim persisted in his group work.
..when I present in a group, I was corrected especially on my pronunciation. It is nothing to be
ashamed of. It is better to learn through mistakes. At least I get to improve my pronunciation.

Siti says the best way to learn English is to speak English.

..The best way is to speak English whether I want it or not. I spent an average of 1 hour either
speaking or listening to English.

Resourcefulness
Some of the students wrote about their extra effort in trying to learn English.

Azlina learns pronunciation through entertainment magazines like Clio.

..I like to read the reader’s comments. I like to know what I say is right so I read it out loud.

Siti reads the dictionary!

I must be confident. I read the dictionary A to Z. I find the meaning of words. I check the Internet
with the online dictionary. I check there too.

Milestones
We realized it actually doesn’t take much to make a positive turn in a student’s learning
experience. A word of praise in class or a good comment on a written work does wonders. This
can turn to be further encouragement for them to improve themselves.

For example, Raja wrote about the day his essay was read in class.
…Today is the best day when I learn English. My lecturer chose my essay to read in class. She
share my essay to all my friends. I feel so happy and I’m proud. But I feel nervous also because I
must improve in the next essay…

Azlina did well for herself in learning English

..I had some success in schools. I was involved in debates. My team got second place. When I was
doing my diploma, I got all A for my English courses for 4 semesters. I’m proud of that…

Optimism
Despite sometimes struggling with the language, the students wrote optimistically about being able
to improve their English and do well in other subjects taught in English.

Raja
..whenever I don’t understand the meaning, I will raise my hand and ask. She will tell me the
meaning of the words. When I understand, I can answer my Mathematics question.

Liyana
I come for lectures and I learn many new words in English. My English is weak. I want to improve
myself. I come to class, I will ask the teacher to help improve myself.

Having fun learning English

The students are quite capable of seeking resources, which offer them language learning in an
interesting and fun way.

Raja enjoys a joke or two.

..I read Readers’ Digest but not the whole book. Usually just the “Laughing (sic) is the best
medicine” section. If I can mile or laugh after I read the joke, that means I understand the story.

Azlina enjoys humour too.

..The most successful method to learn is to write assignment because when I write I use simple
English and humour. I use humorous examples in my assignments.

7
Liyana says she enjoys learning English with the radio
..I think radio is the most successful way for me because I learn to sing and I learn to hear the
lyrics. I get a lot of improvement here.

Some suggestions

When we started the diary project, we did not set a specific format, as we wanted to ensure our
students wrote as much as possible. Now we will share the problems that we faced and some
suggestions on how we can improve this research.

The diaries should not become a burden to the students. We encouraged all of our students to
maintain their diaries as frequently as they can. However, we stressed that they should not spend
too much time doing it. The diaries were still secondary to their academic work. We also asked
them not to complete the diaries if they were under a lot of pressure from other commitments.

The frequency entries should also be carefully considered. At the beginning, we asked that our
students write every day. When they started submitting some of their work, we realized that they
did not have much to write (in terms of language learning experience) and were repeating some of
the things that were written in the previous entries. We then decided that one entry a week was
sufficient. That would give them time to think and write about meaningful events in their diaries.

Our students wrote their diaries at our request. Therefore we cannot claim that everything they
wrote represented their true feelings. In our situation, we were teaching some of these students as
well. We were concerned that they would be writing only what they thought we wished them to
write on. We expressed this to them during the first meeting. We explained the objectives of our
project and later answered all the questions they had relating to what we would do with their diary
entries.

We kept in mind that the diaries were written over a period of two semesters, within a specific
time and situation. This means that the contents may not be generalizable to the same student-
writer in other times and contexts. However, we realized that the contents of the diaries were very
personal and were useful as conversation points to draw more rich insights from the students when
we interviewed them.

Conclusion

Even though the sample for this study is small, we felt we managed to obtain enough data to
achieve our objectives. We conclude that we have much to learn from the students whose language
learning experience is rich, varied and complex. We can use the issues gleaned from the diaries
and interviews to help us prepare materials better, improve the way we deliver our lessons and
create a more interesting learning environment for our students. We will continue this project with
a larger batch of student volunteers who will offer more insights, to help us become better
teachers.

References

8
Bailey, K. M. 1983. ‘Competitiveness and anxiety in adult second language learning: Looking at
and through the diary studies’ in H. W. Seliger and M. H. Long (eds.), Classroom Oriented
Research in Second Language Acquisition. Rowley, MA: Newbury House.

Bolger N, Angelina Davis, and Eshkol Rafaeli, DIARY METHODS: Capturing Life as it is Lived.
Annual Review: Psychology. 2003. 54:579–616

Bolger N, DeLongis A, Kessler R, Schilling E. 1989. Effects Of Daily Stress On Negative Mood. J.
Personal. Soc. Psychol. 57:808– 18

Eken, A. N. 2001, An inner journey, English Teaching professional 19, 48-50.

Færch, C. & Kasper, G. (Eds.) (1987). Introspection in second language research. Clevedon:
Multilingual Matters.

Jones, F. R. (1994). The lone language learner: A diary study. System, 22(4), 441-454.

Lankshear,C. and Knobel,M (2004) Teacher Research : From design to implementation.

England: Open university Press

Matsumoto, K. 1989. ‘An analysis of a JapaneseESL learner’s diary: factors involved in the L2
learning process’. JALT Journal 11: 167-92.

Matsumoto, K. 1996, Helping L2 learners reflect on classroom learning, ELT Journal 50/2 143-
149.

McDonough, J. and McDonough, S. (1997). Research Methods for English Language Teachers.
London: Arnold.

Nunan, D. (1992). Research Methods in Language Learning. Cambridge University Press.

Reis HT. 1994. Domains of experience: investigating relationship processes from three
perspectives. In Theoretical Frameworks in Personal Relationships, ed. R Erber, R Gilmore, pp.
87–110. Mahwah, NJ: Erlbaum

Schmidt, R., & Frota, S. N. (1986). Developing basic conversational ability in a second language:
A case study of an adult learner of Portuguese. In R. Day (Ed.), Talking to learn (pp. 237-326).
Rowley, MA: Newbury House