Abstract
The requirement for a more natural approach to writing is highlighted by the younger generation's perception of writing as complicated, overpowering, and occasionally irrelevant—especially among those who write in a foreign language. This study looked at journal writing as a potential remedy for this problem, with or without an audience. The paper explores the impact of journal writing on the language proficiency of B2-level English language learners. Employing a mixed-methods approach, the research combines quantitative data from language proficiency tests and qualitative insights from learners’ journal entries and interviews. Conducted quantitative analysis revealed a significant increase in language proficiency among the journaling group, with notable improvements in writing fluency, vocabulary usage, and overall language scores. Pre- and post-intervention tests showed an increase in mean composite scores, with a statistically significant difference. Qualitative data underscored the benefits of journaling in enhancing self-expression, reflective practice, and confidence in language use. The study concludes that keeping journal is an efficient teaching instrument for improving language proficiency in B2-level learners. It enhances linguistic skills such as fluency and accuracy, fosters critical and creative thinking skills, self-awareness, and learner autonomy as well. The findings point to the incorporation of journaling in language learning curricula, which may have a significant positive impact on language acquisition. Future research is recommended to explore long-term impacts, the effectiveness of journaling in diverse learning environments, and comparison with other methodological approaches. This research contributes to the understanding of journal writing as a multifaceted tool in language education, highlighting its potential in enhancing both the cognitive and affective domains of language learning.