Abstract:

Writing represents a fundamental component of language competence, enabling learners to formulate and communicate ideas independently in a foreign language. However, compared to other language skills, writing is often perceived as the most demanding, as it requires not only grammatical accuracy and lexical range but also coherence, organization, and clarity of expression. In response to these challenges, recent pedagogical approaches have increasingly emphasized creative and student-centered methods that foster engagement and reduce anxiety.

This study investigates the impact of journaling on the development of English writing skills among higher secondary students. Journaling, understood as regular, personal diary writing, provides learners with a low-pressure environment for authentic and reflective expression. The research adopts an action research design, collecting data through pre- and post-intervention essays, student questionnaires, and reflective discussions conducted over a defined period.

The findings aim to examine whether consistent journaling practice contributes to improvements in writing fluency, coherence, and learner confidence. By addressing common difficulties associated with writing in a foreign language, the study explores journaling as a practical pedagogical tool that supports independent thinking and the development of an individual voice. The results are expected to offer valuable insights for educators seeking effective strategies to enhance writing proficiency in secondary education contexts.

Keywords:

Journaling, EFL, writing skills, higher secondary level.