Work

Reflective Reading Practices: Reading Journals as a Tool to Boost EFL Comprehension and Engagement

Year: 2025

Type: article

Abstract: This study examined the impact of reading journals on the development of English as a foreign language (EFL) reading comprehension and engagement, while also analyzing participants' perceptions of the learning process. A mixed-method design was applied to a sample of 80 second-year senior high school students (aged 15–18) with A2 proficiency. Using a quasi-experimental approach, participants were divided into an experimental group that kept journals and a control group that followed traditional instruction. Data were collected through pre- and post-tests, student questionnaires, and thematic analysis of the journals. Results showed significant improvements in reading performance among students in the experimental group. Students also reported better vocabulary retention, improved ability to identify main ideas, and greater confidence. Reflections revealed increased engagement, critical thinking, and autonomy. However, learners faced challenges such as complex grammar, summarization, and time constraints. Overall, the findings suggest that reading journals can be an effective strategy to support EFL reading comprehension and foster deeper interaction with texts.

Source: European Journal of Educational Research

DOI: 10.12973/eu-jer.14.4.1123

Authors: Paul Gonzalez-Torres, Alba Vargas-Saritama

Institution: Universidad Técnica Particular de Loja

Language: English

Topic: EFL/ESL Teaching and Learning

Subfield: Language and Linguistics

Field: Arts and Humanities

Domain: Social Sciences

SDG: Quality education

Open Access status: gold

Estimated APC paid: $250