Improving oral expressive language through science journal writing

Abstract

In this investigation science journal writing was implemented with the purpose of improving student oral expressive language in small group discussion settings. Students wrote a response to a prompt in their journals and later discussed their answer with the group. Although students did not show much improvement in their overall writing and speaking ability, the special education students in the class showed an increase in speaking in the last three weeks of the treatment period. When surveyed, students felt more organized writing their thoughts down prior to speaking, and many preferred talking rather than writing. Understanding that students are eager to speak in class, yet feel more comfortable writing ideas down first, can provide educators with insight as to how to further develop speaking skills.