Résumé:
Writing skill is a major skill whose development is essential for language mastery; however, it is
deemed to be a major struggle for many EFL learners. In response to this, Second Language
Acquisition (SLA) research has advocated the use of extracurricular activities to approach writing
acquisition. The present research work has explored the students; writing skills development using
reflective diary-writing as an extracurricular act. Theoretically, it was hypothesized that reflective
diary-writing supports writing skills development. Subsequently, the present inquiry aims at
investigating the writing elements enhanced when writing reflective diaries along with exploring the
latter’s impact on learners writing style. Practically, the study has adopted experimental design based
on one experimental and one controlled group of twenty second year students at Mohamed Seddik Ben
Yahia University (ten students in each group). Having said that, second year EFL students of English
were administered a similar diagnostic and post- assessment to test the writing elements enhancement.
The findings revealed that reflective diary-writing is relatively effective in developing students; writing
skills. Precisely, it is effective in enhancing most students’ writing elements. Given the findings of this
study, it is suggested for EFL teachers to implement reflective diary-writing as a strategy for
developing students; writing skills.
