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Abstract
Journaling is a writing technique widely used to develop critical thinking and writing fluency. Through journaling students express their thoughts, reflections, opinions, and experiences without fear of making mistakes. This techniqueis believed to be useful for the development of writing skills in EFL learners. Consequently, this study aims to examine the effect of the reflective journaling on the writing skills of A1 level EFL learners in a school in Latacunga. A mixed-methods design was carried out with a control and an experimental group including a pre and posttest, and a questionnaire to assess the influence of journaling on learners’ writing fluency and their insights. The experimentalgroup received journaling prompts three times a week for six weeks while the control group engaged in regular classroom writing activities. The findings demonstrate a statistically significant growth in the number of words produced by the experimental group compared to the words produced by the control group. Qualitative results also revealed that students noticed improvements in their confidence, vocabulary use, and organization of ideas. These findings suggest that the application of journaling had a positive effect on the development of writing fluency.
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