Learning journals and writing skills among superior basic education students at a public institution in Loja, Ecuador

Writing is essential in the English language acquisition, benefiting the professional environment and efficient communication in a non-native language. Therefore, the main purpose of this research was to determine the effect of Learning Journals on the development of writing skills among superior basic education students. This study employed a mixed method approach, integrating both quantitative and qualitative techniques for data collection. The exploratory action research model (EAR) was used. The sample consisted of 25 students. Likewise, data were collected through pre-test and a post-test to determine development in writing skills, questionnaires to gather students’ perceptions, and field notes to record observations made during the intervention. From this standpoint, the results indicated that Learning Journals had a positive influence on students’ writing skills. The results showed that even though students had modest improvements in content, organization, they had a significant progress in spelling. Furthermore, qualitative data indicated that students perceived Learning Journals as useful for reflecting on their knowledge and enhancing their writing abilities. All in all, the implementation of Learning Journals did contribute to the development of writing skills among students. Moreover, students generally received the journals positively, showing a preference for Dialogue Journals.