THE EFFECTS OF DIARY WRITING ON WRITING FLUENCY AMONG VIETNAMESE EFL HIGH SCHOOL STUDENTS
DOI:
https://doi.org/10.46827/ejals.v8i3.636Keywords:
diary writing, writing fluency, EFL students, student attitudes, Mekong DeltaAbstract
This study investigated the impact of diary writing on the writing fluency of EFL high school students. It also explored learners’ attitudes toward the use of this approach. Forty tenth-grade students from a high school in a rural area of the Mekong Delta, Vietnam, participated. Writing fluency was measured through (1) the total number of words produced within a fixed time frame and (2) lexical frequency levels, using pre- and post-tests as the main instruments. Comparative analysis revealed a noticeable improvement in students’ writing fluency following the intervention. The findings suggest that diary writing positively influences students’ writing performance. Additionally, questionnaire responses led to the selection of nine students for follow-up interviews, providing deeper insights into their attitudes. Results indicated generally positive perceptions of diary writing, with many students reporting increased interest and motivation in writing tasks. Based on the findings, pedagogical implications and recommendations for future research are discussed.
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