Introduction

English as aforeign language(EFL) reading is a critical skill that plays a significant role in language acquisition and academic success. For EFL learners, developing this skill is particularly challenging due to the cognitive and linguistic demands involved, such as processing unfamiliar vocabulary, understanding complex grammatical structures, and integrating new information with prior knowledge (Castles et al., 2018; Snow, 2002). These cognitive and linguistic demands are compounded by contextual factors such as limited access to authentic texts and low student motivation, which frequently undermine reading engagement and outcomes (Ashraf, 2023; Grabe & Stoller, 2020).

Recent research highlights the importance of metacognitive strategies and learner autonomy in improving reading proficiency. Reflective tools, such as reading journals, have been shown to help students not only comprehend texts more effectively but also develop critical thinking, strategy use (e.g., skimming, predicting, summarizing), and self-monitoring skills (Ghahremani-Ghajar&Mirhosseini, 2005; Knapp, 2012). By encouraging personal engagement with texts, reading journals support deeper comprehension and foster sustained motivation—particularly when materials are culturally relevant and aligned with learners’ goals (Istiqlal et al., 2021;Nourdad&Asghari, 2017).

Despite promising findings in other regions, little is known about how reflective reading practices function in underrepresented educational contexts such as Latin America. In Ecuadorian high schools, many students struggle with EFL proficiency due to a combination of limited instructional quality, insufficient exposure to English, and low engagement (Aulia, 2019; Education First, 2024;Taqiyuddinet al., 2023). Moreover, while previous studies have explored the effects of reading journals on intermediate and advanced learners, there is a notable lack of research on their use with low-proficiency students, who may require additional scaffolding to overcome linguistic challenges and benefit from reflection-based learning (Hu et al., 2024; Kalsum et al., 2022).

This study aims to address these gaps by examining the role of reading journals in supporting EFL reading development among Ecuadorian high school students with A2 proficiency. Specifically, it investigates the impact of journals on reading comprehension and learner engagement, as well as students’ perceptions of the reflective process by answering the following research questions:

RQ1: What is the effect of reading journals onEFL students’ reading comprehension?

RQ2: How do students perceive the influence of reading journals on their learning process and engagement in EFL reading skills?

RQ3: What do students’ reflections in reading journals reveal about their use of reading strategies, reading strengths, challenges, and perceived learning outcomes?

This study also aims to provide valuable insights into the potential benefits of reading journals for enhancing EFL reading skills, particularly in contexts where students face significant challenges in achieving reading proficiency. The findings of this research could inform the development of more effective reading instruction strategies for EFL learners in Ecuador and other contexts.

Literature Review

EFL Reading Comprehension

Reading comprehension is broadly recognized as a multifaceted skill that implies a highly complex task involving both cognitive and linguistic skills to recognize symbols and assign meaning to grasp written information (Aebersold & Field, 1997; Castles et al., 2018). It is a mental process that consists of retrieving specific details, identifying events or facts, and interpreting meaning from a text (Arifin et al., 2022; Chen, 2023; Zuhri et al., 2021). According to Snow (2002), reading comprehension implies extracting meaning through active engagement with written text. This process involves three essential elements for developing language learning: the reader, the text, and the activity that facilitates understanding, which contribute to developing language skills and academic success. In addition, Aebersold and Field (1997) consider reading comprehension as a dynamic interaction between the reader and the text shaped by factors such as culture, community, motivation, and individual differences, making each reading experience unique and personal.

Research indicates that the development of reading proficiency relies on cognitive skills like attention, auditory processing, and working memory, as they support text decoding and content comprehension, two critical skills for reading success (Khan et al., 2023). Furthermore, reading comprehension involves integrating new information with prior knowledge to construct a mental model of the written text to build a coherent understanding (Kintsch, 1998). This mental process occurs in two types of mental operations involved in reading comprehension. The first one is the lower-level cognitive process aimed at converting written code into understandable meaning units. The second mental operation is the higher cognitive level process where individual language units are integrated to form a structured and meaningful mental representation (Kendeouet al., 2014).

Sweller(2020) highlights that the cognitive process needed to interpret and analyze written information influences reading comprehension, particularly for EFL learners. Grabe and Stoller (2020) and RahmaniDoqaruni(2022) further explain that when learners struggle to process unfamiliar vocabulary and complex grammatical structures cognitively, it results in cognitive overload, hindering comprehension. Meanwhile, Ashraf (2023) points out that irrelevant andmonotonous reading material poses a significant challenge for learners, making reading comprehension more difficult. Similarly, Kimura (2022) states that the complexity of texts challenges learners’ reading comprehension, with more difficult texts posing greater difficulties. In addition to textual difficulty,Mahshanianet al. (2025) found that cognitive factors like working memory and processing speed considerably influence EFL learners' ability to synthesize information, directly affecting their overall understanding of the text while reading. Moreover, Catts et al. (2012) argue that students who do not use effective reading strategies struggle with comprehension, while Leach et al. (2003) emphasize that these difficulties are likely to prevail without targeted strategies.

Strategies to Improve EFL Reading Skills

Research on reading strategy instruction underlines the need for explicit teaching of reading strategies and continuous practice so these habits can become automatic and more efficient over time (Duke et al., 2021). This approach equips students with the necessary skills to become more independent readers, enabling them to monitor their reading comprehension and improve their reading performance (Afflerbach et al., 2020).

Afflerbach et al. (2020) highlight that to support students’ comprehension, reading instruction must develop foundational skills (decoding, fluency, and vocabulary) alongside higher-order processes, including critical thinking, metacognitive awareness, and comprehension strategies. Furthermore, they point out the importance of teaching key reading strategies, including scanning and skimming the text, accessing prior knowledge, making inferences, highlighting keywords, predicting content, visualizing text content, determining meaning from context, breaking text into smaller, manageable chunks, and paraphrasing and summarizing. In the same line, Yung et al. (2024) found that skimming, scanning, predicting, and questioning are essential strategies for enhancing students' comprehension in academic reading.

Engagement in EFL Reading

Engagement plays a crucial role in the development of reading skills among EFL learners. When students are actively involved in reading tasks, they are more likely to actively engage with texts, improving their comprehension and overall language proficiency (Indrayadi, 2021; Shrestha, 2025). Teachers must consider various factors that influence students’ engagement and implement effective strategies to maintain interest and participation in reading activities.

A key aspect of engagement is relevance and interest in the material. When learners find reading materials relevant to their lives or goals, they are more likely to stay engaged (Zhu et al., 2024). On the other hand, external rewards such as grades, praise, or competition can also encourage students to read (ProšićSantovac& Halas Popović, 2022).

Another important factor is text selection. Reading materials should be appropriately challenging (neither too difficult nor too simple) to maintain student interest. Authentic texts, such as short stories, articles, and novels, often increase engagement compared to traditional textbook readings. Furthermore, students’ prior knowledge enhances engagement—learners are more motivated when they can connect the content to their own experiences (Namaziandostet al., 2022).

Other factors that may affect engagement when reading may include a supportive classroom environment, teaching methods and strategies, as well as the use of technology. In this respect, interactive reading strategies, such as discussions, group work, gamified activities, and songs, can make the learning process more enjoyable (Wallace & Leong, 2020; Yang, 2020).

Self-assessment in EFL Reading

Self-assessment plays a central role in EFL reading development by fostering reflection, metacognitive awareness, and learner autonomy. When students assess their own reading processes, they become more actively engaged with texts and are better able to recognize their progress and identify areas for improvement. This reflective engagement leads to more meaningful and effective reading experiences (Pinninti, 2024).

Through self-assessment practices, learners develop metacognitive skills that allow them to analyze and evaluate the strategies they use while reading. For example, they may monitor their comprehension using techniques such as skimming, scanning, or inferring meaning from context, and adjust their approach depending on the text (Takarroucht, 2021). Rather than relying solely on teacher direction, learners begin to take ownership of their reading by planning, monitoring, and evaluating their learning, which are key steps toward autonomy (Hu et al., 2024).

One effective tool to promote self-assessment in EFL reading is the reflective journal. These journals provide a structured space for learners to document their reading experiences, analyze their use of strategies, and track personal progress over time (Ghahremani-Ghajar&Mirhosseini, 2005;Istiqlalet al., 2021). By consistently writing about their strengths (e.g., identifying main ideas) and challenges (e.g., understanding unfamiliar vocabulary), students develop greater self-awareness and can target areas for improvement (Santiana et al., 2023;Widyarini, 2022). Journals also encourage learners to articulate how they apply specific strategies and to explore which ones are most effective in different reading contexts (Nourdad&Asghari, 2017).

Reading Journals as a Tool for Improving Reading Skills

Reading journals have been recognized as effective tools for enhancing reading skills because they allow students to reflect on what they read (Aulia, 2019;Gabriella &Diptoadi, 2019;Kalsumet al., 2022), express personal opinions, and make connections between texts and their experiences. By actively engaging with the material, students develop a sense of ownership over their learning, which enhances intrinsic motivation to read (Madjdiet al., 2024). Teachers can further boost motivation by providing feedback on journals and encouraging peer sharing (Sun, 2023). When students see their efforts recognized, they are more willing to engage in reading and writing activities.Ghahremani-GhajarandMirhosseini(2005) also demonstrated that students who used reading journals exhibited significant improvements in their ability to understand and interact with texts, as this process facilitated deeper cognitive processing and better information retention.

According to Knapp (2012), keeping a reading journal helps learners track their reading habits and progress over time. This practice not only gives a sense of achievement but also highlights areas that need improvement, encouraging self-directed learning and keeping motivation high to reach reading goals. The reflective feature of reading journals allows readers to deeply engage with the material and the reading process, fostering overall comprehension. Coulson and Homewood (2016) further explain that reflective journaling involves readers in critical thinking and problem-solving skills, which are essential components of reading proficiency. When students write about their thoughts, emotions, and interpretations, they engage more deeply with the text. Moreover, journals can be used for categorizing topics and subtopics, summarizing activities, making comparisons, and writing creative responses, which makes reading a more interactive experience (Sudirman et al., 2021).

Previous Studies

The use of reading journals as tools for improving EFL reading skills has been explored using different methodologies, ranging from qualitative analysis (e.g.,Gabriella &Diptoadi, 2019;Istiqlalet al., 2021) to quantitative quasi-experimental designs (e.g.,Nourdad&Asghari, 2017; Shandiyaet al., 2024) and mixed-method studies (Pinninti, 2024). These studies have generally involved small or medium-sized sample sizes.

Some previous work has shown that reading journals can enhance engagement and motivation (e.g.,Gabriella &Diptoadi, 2019;Kalsumet al., 2022). On the other hand, research has also identified challenges in implementing reading journals. For example,Aulia(2019) noted that students struggled with limited free time and reliance on dictionaries, whileDiptoadi(2019) highlighted the lack of feedback from instructors as a limitation. These challenges suggest that while reading logs are effective, their success depends on careful planning and support from teachers.

Previous research has also included a variety of EFL learners, from pre-intermediate and intermediate high school students (Istiqlal et al., 2021; Kalsum et al., 2022;Pinninti, 2024;Shandiyaet al., 2024) to more advanced university-level students (e.g.,Aulia, 2019;Gabriella &Diptoadi, 2019;Nourdad& Asghari, 2017). However, there is an insufficient focus on understanding how reading journals can benefit beginners or low-proficiency students.

Additionally, research on reading journals has been mainly conducted in Asian (e.g.,Aulia, 2019;Gabriella &Diptoadi, 2019;Istiqlalet al., 2021; Kalsum et al., 2022;Pinninti, 2024;Shandiyaet al., 2024;Taqiyuddinet al., 2023) and Middle Eastern countries (Nourdad&Asghari, 2017). This geographical concentration suggests the need for studies with more diverse educational and cultural settings, incorporating different factors such as educational philosophies and classroom structures from other contexts.

Overall, previous studies on reading journals and logs have demonstrated their effectiveness in improving EFL reading skills, enhancing engagement, and fostering critical thinking. However, some gaps remain, including the need for context-specific research and adaptation for lower-proficiency learners. Addressing these gaps will provide a more comprehensive understanding of how reading journals can be optimized to enhance EFL reading skills across diverse contexts and learner profiles.

Methodology

Research Design

This study employed a mixed-methods design, integrating quantitative and qualitative data to provide a more comprehensive analysis of the impact of reading journals on Ecuadorian high school students’ EFL reading comprehension skills and engagement. The quantitative data came from pre- and post-tests and a student questionnaire, while the qualitative data were drawn from students’ weekly reading journals.

Participants

The sample consisted of two intact classes of 40 Ecuadorian high school students each (N = 80), who were selected through purposeful sampling based on their enrollment in second-year senior high school EFL classes. This non-probability sampling method allowed the researchers to deliberately select participants who met criteria relevant to theresearch objectives, including age, language proficiency, enrollment in the corresponding educational level, and a real-world educational setting where the challenges of low-proficiency learners are commonly observed.

One of the selected classes was designated as the experimental group, which received EFL reading lessons using the reading journals, while the other served as the control group andreceivedstandardEFL reading lessons. These students were enrolled in the second year of senior high school and received EFL reading lessons once a week for a period of four months. Their ages ranged from 15 to 18 years old. Their proficiency level was A2 according to the CEFR.

Instruments

The instruments used in this study included a pre-test, which consisted of 10 multiple-choice items aimed at assessing the participants’ initial reading comprehension abilities. The test lasted 20 minutes and was structured using a reading passage of approximately 400 words, selected to align with the A2 proficiency level of students at senior high school. This passage reflected familiar topics and language structures commonly found at this level, such as daily routines, hobbies, environmental issues, and cultural traditions. These topics were chosen to ensure that the content was accessible and relevant to the students' background knowledge and interests. The post-test mirrored the pre-test in structure and difficulty, allowing for direct comparisons to assess improvements in reading comprehension.

To ensure the quality of the assessments, three experienced EFL teachers evaluated the tests in terms of language, difficulty level, and time required for completion. Additionally, a pilot study was conducted with a group of 5 senior high school students three weeks before the intervention began. These students were not part of the main study sample. The purpose of the pilot was to identify unclear items, adjust reading difficulty, and ensure the test could be completed within the allocated 20 minutes. Based on the pilot results, minor modifications were made to improve clarity and item balance.

A students’ questionnaire was used to determine the participants’ perceptions of the impact of reading journals on their learning process and engagement in EFL reading activities. The items were developed based on a review of existing literature on perceptions of the use of reading journals/logs and reflective learning (Aulia, 2019;Gabriella &Diptoadi, 2019;Istiqlal et al., 2021; Madjdi et al., 2024;Sudirman et al., 2021;Widyarini, 2022), as well as the specific objectives of the study. Input from two EFL teaching experts was also considered to ensure content relevance and clarity. The responses were rated on a Likert scale with 4 options: Strongly disagree (1), disagree (2), agree (3), and strongly agree (4). The questionnaire was divided into two sections: reading learning outcomes (items 1–8) and engagement (items 9–12). Before administering this instrument, it was piloted with a group of students to make adjustments and correct errors. Cronbach’s alpha (0.87) was calculated, confirming satisfactory internal consistency and reliability.

The reading journals, completed at the end of each lesson, were designed to document the participants’ reflectionsontheir reading process as well as the strategies that they used for comprehending the reading passages. The design of the journal was informed by literature on the use of reading journals/logs and reflective learning practices (Abrams &Schadschneider, 2023;Ghahremani-Ghajar & Mirhosseini, 2005;Istiqlal et al., 2021;Kalsum et al., 2022;Nourdad&Asghari, 2017;Pinninti, 2024), and it was aligned with the specific objectives of the study. The journal format consisted of one multiple-choice question about the reading strategies used in each lesson (e.g., skimming, scanning, predicting, summarizing) and three open-ended questions where students reported their challenges, strengths, and learning experiences during the lesson. These pre-established categories guided the qualitative thematic analysis. Two university TEFL professors reviewed the structure and questions included in the journal to verify the alignment with EFL reading comprehension objectives.

Procedure

Before the intervention period, a pre-test was applied to the participants to diagnose their initial EFL reading skills. After determining the comparability of both the experimental and control groups, the intervention period started. Following the pre-test, reading passages and reading strategies were selected for use during the intervention phase.

The intervention consisted of face-to-face EFL reading lessons conducted once a week for a total duration of four months, resulting in 16 lessons. The reading passages (1 per lesson) were carefully chosen to align with the participants' proficiency level,with a length of 300-400 words to maintain consistency. Each lesson was structured to last 45 minutes and followed a consistent format to ensure clarity and effectiveness. The reading strategies emphasized included skimming, scanning, predicting, and summarizing. Each of these strategies was selected for its practical benefits in improving reading comprehension. Instructional materials were developed to introduce and reinforce these strategies, ensuring that students received sufficient reading practice and guidance.

The lessons were conducted by the students’ regular EFL classroom teacher, who followed the instructional plan designed by the researchers. The teacher’s role was to deliver the lessons, introduce and model the reading strategies, and guide student activities during each session. The researchers provided the lesson materials, trained the teacher in the use of reading strategies and journals before the intervention, and monitored lessons to ensure fidelity to the instructional approach. The lessons began with a warm-up activity, such as vocabulary matching or brainstorming, designed to activate students' background knowledge and engage them in the topic. This was followed by explicit strategy instruction, during which the teacher introduced or reviewed a specific reading strategy. Think-aloud techniques andteacher modeling were used to demonstrate how each strategy could be applied to a reading passage. Students then applied the strategy individually or in pairs using the reading passages provided.

As part of the learning process throughout the intervention, students in the experimental group were required to complete weekly reading journals at the end of each EFL reading lesson. After participating in the lesson, which included reading a passage and applying a targeted strategy such as skimming or summarizing, students responded to a short journal format designed to encourage reflection. First, they selected the reading strategy they had used in a multiple-choice item. Then, they answered three open-ended questions in which they described: (1) the main difficulties they faced while reading, (2) their strengths or successful moments during the task, and (3) what they learned from the lesson. These journals were completed during the final 10 minutes of class time and submitted to the teacher for review. The teacher read the journals weekly and provided brief feedback aimed at helping students become more aware of their reading processes and improve their comprehension skills. This feedback was delivered through class discussions, where the teacher addressed common challenges, clarified misunderstandings, and suggested strategies for improvement. On the other hand, the control group received the same reading lessons but did not complete any journals or reflective activities.

At the end of the intervention, a post-test was administered to both groups to evaluate the students’ reading comprehension after receiving instruction. Following the post-test, students from the experimental group completed a questionnaire to measure their perceptions toward the usefulness of reading strategies, their reflections through journal writing, and their overall engagement during the intervention.

Data analysis was conducted in three stages by the researchers. First, the pre-test and post-test scores were analyzed using inferential statistics (t-test, effect size) and the Statistical Package for the Social Sciences (SPSS) to measure students’ progress in reading comprehension.The t-test was chosen to determine whether the observed differences in performance between the experimental and control groups were statistically significant, while the effect size provided insight into the practical magnitude of the intervention's impact. Second, the questionnaire responses were analyzed quantitatively by calculating the means and standard deviations for each item to identify general trends in students' perceptions of learning outcomes and engagement. This descriptive statistical analysis allowed the researchers to summarize central tendencies and variation in learners' perceptions, providing a clearer understanding of the participants' overall experience. Finally, the reading journals were analyzed using a qualitative thematic approach. The researchers first read all journal entries to become familiar with the data, then coded them inductively by identifying recurring patterns related to students’ challenges, strengths, and learning experiences with reading strategies. To enhance credibility, a second rater independently reviewed a sample (20%) of the journal entries, and inter-rater agreement was established through discussion and refinement of coding criteria.

Results

How does the Use of Reading Journals Influence Students' EFL Reading Comprehension?   

A Kolmogorov–Smirnov (K–S) test confirmed that the pre- and post-test scores were normally distributed for both the experimental and control groups. An independent samples t-test showed no statistically significant difference in pre-test scores between the groups (p= .479, 95% confidence interval), indicating comparable reading proficiency levels before the intervention (see Table 1).

Following the intervention, at-testwas conducted to compare post-test scores. The experimental group, which usedreadingjournals, achieved significantly higher scores than the control group (p= .047, 95% confidence interval).Cohen’s dwas 0.45, indicating a moderate effect size. These results suggest that the use of reading journals contributed to an improvement in students’ EFL reading comprehension.

Table 1.Pre-test and Post-test Results

How do Students Perceive the Impact of Reading Journals on their Learning Process and Engagement in EFL Reading Skills?  

The results obtained in the students’ questionnaire from Table 2 indicate generally positive perceptions of the use of reading journals. Most mean scores fall close to or above 2.9, suggesting that the majority of students agree or strongly agree with the statements. However, lower mean scores reveal areas in which improvement is required. 

Regarding the learning process, students believe that they have improved their reading skills (M= 2.9), particularly in aspects such as identifying main ideas (M= 2.9) and supporting details (M= 2.8). Therefore, students recognize progress in these skills due to their lessons using reading journals. In addition, the ability to predict the topic of a text using images and titles (M=3.0) received one of the highest scores, which indicates that students improved this strategy in the lessons. 

On the other hand, summarizing main ideas (M=2.6) and inferring word meanings from context were rated lower, so the opinions about improving these aspects are divided. This also means that these skills might require additional support in future lessons. This is supported by their perception that reading tasks were easy to carry out (M= 2.8), showing that while most students found them manageable, some may have faced challenges. 

As for motivation and engagement, the highest mean score (M=3.3) indicates that clear instructions from the teacher in the reading lessons are considered an important factor in boosting students’ confidence. Similarly, students generally agree that their progress through the reading journals motivated them to continue practicing these skills (M=2.9) and that they would like to continue using reading journals in future reading activities (M=2.9). However, it is necessary to notice that, in terms of general motivation, the opinions seem to be divided (M= 2.6) as indicated by the moderate mean score.

Table 2.Students’ Questionnaire Results

What are Students' Reflections in their Reading Journals on the Application of Reading Strategies and their Reading Strengths, Challenges, and Learning Outcomes? 

Table 3 summarizes the main categories and themes identified in the students’ reading journals. In this case, we conducted a thematic analysis to illustrate the strengths, weaknesses, and learning outcomes that resulted from the students’ reflections written in the journals. First of all, students employed a variety of reading strategies that included pre-reading, predicting, skimming, scanning, identifying main ideas, summarizing, identifying details, asking questions, making inferences, brainstorming, mapping, and K-W-L (Know, Want and Learn). 

Strengths 

The students’ reading journals revealed some strengths that they identified during the reading process. One of the main strengths was related to grammar and vocabulary development, which contributed to progress in reading comprehension. For example, one student said that, due to the use of reading journals, they learned new words and now understand them better in different contexts. 

Students also highlighted that they had the opportunity to apply various reading strategies that helped them understand key information effectively. For example, one student shared that they used to read entire passages to understand the ideas but now apply specific reading strategies to find relevant information more efficiently. In this context, students also mentioned their ability to find main ideas in a text as a strength since reading journals allowed them to improve their summarizing skills and be aware of essential and non-essential information. 

Other benefits identified were engagement and motivation, especially with reading passages that were relevant, relatable, and visually supported. For instance, one student remarked that they enjoyed learning about some topics because they were relevant to their lives. This means that personal connections with the text play a crucial role in motivating and engaging learners. Furthermore, critical thinking skills were applied in activities such as asking questions, making inferences, and activating their previous knowledge, which indicates a shift from passive to active reading. 

Challenges in Reading Comprehension 

As expressed in their reading journals, students recognized that they experienced progress in their reading comprehension, despite facing several challenges that made it difficult for them to fully understand the reading passages. One of the most cited challenges was the difficulty in understanding complex grammar structures. Some students describe grammar as a strength, while others expressed frustration with certain complex structures, which hindered their overall comprehension. For instance, one student said, “Sometimes, I don’t understand why certain grammar rules are used.". Participants attributed this challenge to gaps in their language knowledge, making it difficult to process grammatical patterns accurately and grasp the meaning within the context of the text. This highlights the need for additional support to help them overcome the gaps in grammar and improve reading skills.

 Furthermore, students found it challenging to identify secondary ideas and supporting details within the texts. As one student stated, “I know the main idea, but I struggle with the small details in the text.”. They highlighted the need for teachers’ additional guidance in helping them to develop reading strategies, including the ability to analyze reading material more deeply, how to identify main ideas and supporting details, as well as how to figure out meanings from context. 

Another recurring challenge encountered by students was their difficulty dealing with unfamiliar vocabulary found in the reading passages. Many students wrote in their journals that they felt frustrated with new vocabulary, which disrupted their concentration, slowing down their reading process in terms of interpreting and engaging effectively with the text, thus influencing comprehension.

In addition to the previously mentioned reading challenges, time constraints were identified as a significant obstacle. Students pointed out that the time allocated for reading tasks was insufficient to process the texts and get engaged in deeper analysis to respond to comprehension questions effectively. Furthermore, cultural differences in the texts and the lack of reading habits added another layer of difficulty, as some students faced problems not only with unfamiliar expressions and idioms but also cultural references, as the following statement expressed by one of the participants illustrates, “Some expressions in the readings didn’t make sense to me."

Key Learning Outcomes 

Students acknowledged that by documenting their reading experience through reflective journals, they were able to improve their reading skills. They not only reflected on their role as readers but also developed their metacognitive learning awareness and active application of reading strategies without relying on literal translation. The use of strategies like skimming and scanning allowed them to have a deeper understanding of the readings, helping them to develop better reading habits. These strategies influenced their comprehension and increased engagement with texts in a more natural way.  

Many students reported that the use of reading journals,combined with the strategies learned,helped them to develop more confidence in reading without relying on literal translation, whichhad previouslyaffectedtheir comprehension and hinderedtheir naturalengagement with texts. Participants shared consistently in their reflections that their reading experiences through journals helped them gain insight into their reading habits and refine their reading fluency and deeper understanding of texts in English. One student expressed this sense of progress by stating, “Before, I translated every word; now I get the general meaning.”

Another important learning outcome that students mentioned from using reading journals was the development of autonomy in learning. By keeping track of progress through reading journals, students were able to monitor their own reading progress, identify their own strengths and weaknesses, and set personal goals to improve their reading skills. Furthermore, English learners reported improvements in grammar and vocabulary; the exposure to reading practice through a variety of texts helped them internalize different linguistic structures. This active practice helped students to become more aware of reading as an active process. They realized that reading comprehension extends beyond the ability to recognize meaning from written words; it requires readers to analyze, question, and connect the information of the material to personal experiences and prior knowledge.  

Table 3.Summary of Categories and Themes of Reading Journals

Note. Most relevant themes identified in students' reflections.

Discussion

This study provides instructional insights intothe influence of reading journals on EFL students’ reading comprehension, their perceptions of the learning process, and reflections on strategy use, strengths, and challenges. The results indicate that the use of reading journals had a positive effectonstudents' ability to comprehend and interact with written texts.This is consistent with Shrestha's (2025) findings, which highlight the role of reflective journals in fostering engagement and promoting a range of reading skills, including prediction, monitoring, summarization, and reflection. While this finding confirms earlier research highlighting the effectiveness of reflective journaling in developing comprehension and critical thinking (Abrams &Schadschneider, 2023;Madjdiet al., 2024; Zuhri et al., 2021), the present study extends the scope of existing literature by demonstrating that such effects can also be observed in a low-intermediate EFL population in Ecuador. The moderate effect size observed in this study underscores that, while benefits exist, other instructional supports, such as vocabulary instruction,should accompany journal writing.

Students generally perceived the use of reading journals positively, noting that this practice significantly improved their ability to comprehend and analyze texts. They also acknowledged improvements in identifying main ideas and applying reading strategies, which are essential aspects for efficient reading, particularly in academic contexts where students are often required to process large amounts of information (Duke et al., 2021; Kimura, 2022). Participants view the ability to predict text topics usingtitles, visualrepresentations, and contextual cues as a key strategy in enhancing comprehension, as suggested by previous studies (Majidi &Aydinlu, 2016; Wallace & Leong, 2020). On the other hand, students faced challenges in summarizing main ideas and inferring word meanings from context, indicating that these are common difficulties for EFL learners.

Teacher guidance emerged as a major influence on student confidence. The clarity of instructions and consistent feedback seemed to enhance students’ motivation, although the levels of engagement were not uniformly high. This partial agreement diverges from findings in other contexts where reading journals significantly boosted engagement (e.g., Kalsum et al., 2022). Cultural reading habits and educational factors may help explain this difference. In Ecuadorian classrooms, where reading in English is often framed around exam preparation or textbook activities, students may not be used to reflective or autonomous practices. This pedagogical culture, which often prioritizes accuracy over process, may initially limit students’ engagement with tools like reading journals that demand introspection and metacognitive effort.

Students' reflections in their reading journals revealed significant progress in reading comprehension, as well as areas where they faced challenges while reading. Many students reported becoming more proficient in using a variety of reading strategies, which helped them extract key information more efficiently. The ability to identify main ideas within texts was another strength, with students gaining confidence in summarizing content and distinguishing between essential and non-essential information. The use of reading journals also fostered critical thinking skills (Khan et al., 2023), as students engaged in activities such as asking questions, making inferences, and drawing connections between readings and their prior knowledge.

However, students identified several challenges in their reading journals. Understanding complex grammar structures and identifying secondary ideas and supporting details were common difficulties. Another challenge was distinguishing implicit meanings and detailed explanations. Vocabulary retention and application also emerged as recurring issues, with some students struggling to remember new words in different contexts (Rahmani Doqaruni, 2022). Time constraints and cultural differences in reading activities also presented comprehension difficulties, as students struggled with limited time in their activities, unfamiliar expressions, and cultural references.

The results of this study have several implications for EFL instruction. First, the positive impact of reading journals on students' reading comprehension suggests that incorporating reflective practices into the curriculum can be an effective way to enhance reading skills. Teachers should consider integrating reading journals as a regular activity, particularly in contexts where students are expected to engage with complex texts. The use of reading journals not only helps students develop reading strategies but also fosters autonomy in learning, as students can self-monitor their progress and set personal goals for improvement. In addition, the study highlights the importance of providing students with engaging and relatable reading materials. Students reported higher levels of motivation and engagement when texts were visually supported and relevant to their lives. This finding underscores the need for teachers to select texts that are not only linguistically appropriate but also culturally and personally meaningful to students.

The findings of this study must be interpreted in light of the Ecuadorian educational and cultural context, which may differ significantly from other settings. In many Ecuadorian public schools, English is taught only a few hours per week,and students often have limited exposure to authentic English materials or opportunities for language use beyond the classroom. Furthermore, reading is not deeply embedded as a habitual or recreational practice, either in English or in Spanish, which may affect students’ engagement with reading tasks. These cultural and institutional factors likely shaped how students responded to the reading journal intervention, potentially explaining why some students showed limited progress in certain areas despite overall improvement.

Conclusion

Reading journalsarean effective pedagogical tool for enhancing EFL reading comprehension. The reflective feature of reading journals helped EFL learners become more aware of the reading process and the elements of the material, contributing to a deeper understanding of the content.

Students in general have positive perceptions of the use of reading journals, expressing improvements in their ability to understand and analyze texts. The clarity of teacher instructions was highlighted as an important aspect in gaining confidence when reading. Despite their benefits, views on overall engagement when using reading journals varied, suggesting that additional support may be required to keep students engaged over time.

Students’ reading journals revealed gains in vocabulary, grammar, reading strategies, engagement, and critical thinking. Learners also developed metacognitive awareness, autonomy, confidence, and reading fluency. However, they faced challenges with complex grammar, identifying supporting details, inferring meaning, unfamiliar vocabulary, time limitations, and cultural differences in texts.

This study contributes to the growing body of research on EFL reading instruction by highlighting the positive impact of reading journals on reading comprehension and learner engagement, particularly among low-proficiency high school students in Ecuador. It addresses a critical gap by exploring reflective reading practices within a Latin American secondary education context, where reading is not widely established as a cultural habit. By engaging students in regular self-reflection and supporting the development of reading strategies, metacognitive awareness, and learner autonomy, this research offers practical and context-sensitive insights for enhancing EFL reading instruction. These findings are especially relevant in settings where learners face persistent obstacles such as low engagement, limited access to authentic texts, and insufficient instruction in reading strategies.

Recommendations

Future research should aim to include larger and more diverse samples to expand the results of our study to other contexts. Longitudinal studies are also needed to assess the sustained impact of reading journals on students' reading abilities over time. Future studies could also incorporate additional measures, such as interviews or classroom observations, to provide a more comprehensive understanding of the impact of reading journals. For practitioners, reading journals should be integrated into EFL lessons as a regular activity, with teachers providing effective pedagogical guidance, appropriate feedback, and relevant reading materials to enhance engagement and comprehension.

Limitations

Despite the promising results, this study has several limitations. The sample size, while appropriate for a quasi-experimental design, was relatively small and limited to a single region in Ecuador, which may affect the generalizability of the findings. Additionally, the study was conducted over a relatively short period, which may not have been sufficient to observe long-term effects of reading journals on reading skills. Finally, while the study tackles the aspect of engagement, it does not extensively address motivational factors, so they should be deeply explored.

Additionally, students might have felt compelled to report more positive experiences or suppress criticism due to perceived authority dynamics. While steps were taken to ensure anonymity and promote honest feedback, the potential influence of teachers remains a limitation.To enhance objectivity and reliability, future research should consider triangulating findings with external observations.

Ethics Statements

This study was derived from a project approved by the Universidad Técnica Particular de Loja (UTPL) with the code PROY_VIN_PINE_2024_4229. Ethical considerations were addressed throughout the study. Informed consent was obtained from all participants before their involvement in the research. Parental consent was obtained for participants under 18 years of age. Participants were informed of the study's purpose and procedures. Additionally, all data collected were kept confidential, and participants' identities were anonymized to protect their privacy.

We express our deepest gratitude to Universidad Técnica Particular de Loja (UTPL), whose support has been valuable in planning and conducting this research.

Conflict of Interest

The authors declare no conflict of interest related to this article.

Generative AI Statement

As the authors of this work, we used the AI tool ChatGPT for the purpose of proofreading some paragraphs of the article. After using this AI tool, we reviewed and verified the final version of our work. We, as the authors, take full responsibility for the content of our published work.

Authorship Contribution Statement

Paul Gonzalez-Torres: Conceptualization, design, data acquisition, data analysis/interpretation, drafting manuscript, statistical analysis, critical revision of manuscript, final approval. Alba Vargas-Saritama: Conceptualization, design, data acquisition, data analysis/interpretation, drafting manuscript, editing/reviewing, critical revision of manuscript, final approval.