Palavras-chave
Como Citar
Resumo
A escrita de diário é uma técnica de escrita amplamente utilizada para desenvolver o pensamento crítico e a fluência escrita. Por meio da escrita de diário, os estudantes expressam seus pensamentos, reflexões, opiniões e experiências sem medo de cometer erros. Acredita-se que essa técnica seja útil para o desenvolvimento das habilidades de escrita em aprendizes de inglês como língua estrangeira. Consequentemente, este estudo tem como objetivo examinar o efeito do diário reflexivo nas habilidades de escrita de aprendizes de inglês como língua estrangeira de nível A1 em uma escola de Latacunga. Foi realizado um delineamento de métodos mistos com um grupo controle e um grupo experimental, incluindo pré-teste e pós-teste, e um questionário para avaliar a influência do diário na fluência escrita dos aprendizes e suas percepções. O grupo experimental recebeu propostas de escrita de diário três vezes por semana durante seis semanas, enquanto o grupo controle realizou atividades regulares de escrita em sala de aula. Os resultados demonstram um crescimento estatisticamente significativo no número de palavras produzidas pelo grupo experimental em comparação com as palavras produzidas pelo grupo controle. Os resultados qualitativos também revelaram que os estudantes perceberam melhorias em sua confiança, uso de vocabulário e organização de ideias. Esses resultados sugerem que a aplicação do diário teve um efeito positivo no desenvolvimento da fluência escrita.
Referências
Abrouq, N. (2024). The effect of reflective journal writing on Moroccan EFL master students’ reflective thinking: A mixed methods study. British Journal of Applied Linguistics, 4(1), 45–62.
Ajabshir, Z. F., & Ebadi, S. (2023). The effects of automatic writing evaluation and teacher-focused feedback on CALF measures and overall quality of L2 writing across different genres. Asian-Pacific Journal of Second and Foreign Language Education, 8(1).
Amalia, N. A., Syahid, A., & Ali Mirza, A. (2024). The effect of reflective journaling on writing skills of English as a foreign language students: A quasi-experimental study. Journal on Education, 6(2), 12680–12693.
Chen, A. H. (2022). The effects of writing strategy instruction on EFL learners’ writing development. English Language Teaching, 15(3), 29–37.
Cheng, X., & Zhang, L. J. (2022). Teachers helping EFL students improve their writing through written feedback: The case of native and non-native English-speaking teachers’ beliefs. Frontiers in Psychology, 13.
Creswell, J. W. (2011). Educational research. PHI Learning.
Dörnyei, Z. (1998). Motivation in second and foreign language learning. Language Teaching, 31(3), 117–135.
Elley, W. B. (1991). Acquiring literacy in a second language: The effect of book-based programs. Language Learning, 41(3), 375–411.
Ellis, R. (1994). The study of second language acquisition. Oxford University Press.
Ellis, R. (2022). Task-based language teaching. In H. Mohebbi & C. Coombe, (eds.). Research questions in language education and applied linguistics (pp. 133–136). Springer.
Han, S. (2023). The contribution of blog-based writing instruction to enhancing writing performance and writing motivation of Chinese EFL learners. Frontiers in Psychology, 13.
Harmer, J. (2004). How to teach writing. Pearson Education.
Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125–132.
Hunt, K. W. (1965). Grammatical structures written at three grade levels (NCTE Research Report No. 3). National Council of Teachers of English.
Jamoom, O. A. (2021). EFL students’ needs for improving their writing skills. Scholars International Journal of Linguistics and Literature, 4(4), 106–111.
Krashen, S. (1982). Principles and practice in second language acquisition. Pergamon Press.
Krashen, S. (1985). The input hypothesis: Issues and implications. Laredo Publishing.
Macías, A. G. D., & Dack, T. F. (2023). The impact of reflective journals on the writing skills of EFL sophomore students. RUNAS. Journal of Education & Culture, 4(7).
Maneepakhathorn, R. (2023). An exploratory study of reflective dialogue journal writing of EFL graduate students in the English as a foreign language context. REFLections, 30(1), 38–58.
Mogesse, A. T., Degefu, H. W., & Degaga, E. G. (2025). Effects of dialogue journal writing on EFL learners’ writing performance: A focus on content, organization, vocabulary, language use, and mechanics. Ampersand, 100249.
Nation, I. S. P. (2022). Learning vocabulary in another language. Cambridge University Press.
Oxford, R. L. (1996). Language learning strategies around the world: Cross-cultural perspectives (No. 13). National Foreign Language Resource Center.
Pusey, K., & Butler, Y. G. (2024). Exploring the interaction among writing fluency, writing processes, and external resource access in second language writing assessment. Computers and Composition, 74.
Rahimi, M. (2024). Effects of integrating motivational instructional strategies into a process-genre writing instructional approach on students’ engagement and argumentative writing. System, 121.
Simkus, J. (2022, 16 de december). Convenience sampling: Definition, method and examples. Simply Psychology. https://www.simplypsychology.org/convenience-sampling.html
Swain, M. (2005). The output hypothesis: Theory and research. In E. Hinkel, (ed.). Handbook of research in second language teaching and learning (pp. 471–483). Routledge.
Talikan, A. I., Salapuddin, R., Aksan, J. A., Rahimulla, R. J., Ismael, A., Jimlah, R., ... Ajan, R. A. (2024). On paired samples t-test: Applications, examples and limitations. Ignatian International Journal for Multidisciplinary Research, 2(4), 943–995.
Taufiqulloh, T., Nindya, M. A., Sulistyawati, A. E., & Sumekto, D. R. (2025). Investigating Indonesian EFL students’ writing strategies: A framework for self-assessment. Language Testing in Asia, 15(1).
Tsiriotakis, I. K., Grünke, M., Spantidakis, I., Vassilaki, E., & Stavrou, N. A. (2020). The impact of an explicit writing intervention on EFL students’ short story writing. Frontiers in Education, 5.
Wijaya, K. F. (2025). Optimizing EFL learners’ writing skills through reflective journaling. Journal of English for Academic and Specific Purposes, 8(1).
Wu, L., & Halim, H. B. A. (2024). Task complexity and foreign language writing emotions as predictors of EFL writing performance. Frontiers in Education, 9.
Yancey, K. B. (2009). Writing in the 21st century: A report from the National Council of Teachers of English. National Council of Teachers of English.
Yulianawati, I., Saleh, M., Mujiyanto, J., & Sutopo, D. (2022). The effectiveness of writing techniques in improving students’ writing ability with different self-esteem. Studies in English Language and Education, 9(1), 30–44.
Zhang, Y., & Chieh, Y. (2025). The effects of two self-regulated learning interventions on Chinese EFL students’ self-regulated writing-strategy use, motivational beliefs, and writing performance. System, 129.
Este trabalho está licensiado sob uma licença Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Copyright (c) 2026 Nicole Lovato, Melita Vega