The use of diary writing as a tool for language practice and learning enhancement in an EFL classroom is the main topic investigated in this paper. The students participating in the study are English major female students at the College of Basic Education, who would graduate to be English teachers in primary schools. 51 students in two “Advanced Writing” classes were asked to write their diaries during the semester. At the end of the semester they were given a questionnaire with 19 statements and 4 open-ended questions. The researchers found that the majority of students enjoyed writing a diary, and believed that their language and writing techniques have improved. They have also reflected pleasant emotional effects such as removing stress, keeping memories and strengthening the student-teacher relationship. The researchers believe that writing a diary is very useful to EFL learners in terms of language learning and enforcing positive energy in the class.
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