The effectiveness of journaling in the development of English writing skills in ninth-grade students

Abstract

This study explores the effectiveness of journaling as a writing strategy in developing English writing skills among ninth-grade EFL (English as a Foreign Language) students. The research was conducted with adolescents at a private educational institution in Ecuador, focusing on how frequent, guided journal writing can influence content development, organization, language use, coherence, and written fluency. Findings from this qualitative study - which included teacher observations, structured lesson planning, and student writing samples - revealed that journaling improved students' ability to express ideas and use linguistic structures more accurately. Furthermore, students gained greater confidence and autonomy in their writing tasks. The study supports the use of journaling as a motivating method to encourage and strengthen EFL students’ ability to produce written texts. Results suggest that consistent journaling practice, combined with visual aids, sentence starters, and reflective prompts, can help students develop stronger written communication and increase their engagement in writing activities.