VietTESOL International Convention 2026

Motivation is a key factor influencing students’ willingness to communicate in English and their engagement in language learning. However, many learners in Intensive English Programs often demonstrate low motivation to speak English due to fear of making mistakes, lack of confidence, and limited opportunities for self-reflection on their learning experiences. While numerous instructional strategies have been implemented to promote speaking engagement, there is limited research on the use of reflective journal writing as a means of enhancing students’ motivation to speak English. This quantitative study investigates the impact of reflective journal writing on students’ motivation to speak English among 30 pre-intermediate learners enrolled in an Intensive English Program. Over an eight-week period, the experimental group participated in weekly reflective journal writing activities, whereas the control group followed the regular curriculum without reflective journaling. Students’ motivation levels were measured through pre- and post-intervention questionnaires using a Likert-scale instrument. The findings indicate that reflective journal writing positively influences students’ motivation to speak English by increasing their self-awareness, confidence, and sense of ownership of the learning process. Students who engaged in reflective journaling also demonstrated greater willingness to participate in speaking activities and expressed more positive attitudes toward English communication. These findings highlight practical implications for integrating reflective practices into English-speaking instruction to foster learner intrinsic motivation and active participation. The study further suggests that reflective journal writing may serve as an effective pedagogical tool for promoting learner autonomy, self-regulated learning, and sustained engagement in English-speaking development within Intensive English Programs.