Author: Jia G. Milla, Dr. Sunliegh C. Gador

Abstract: This study explored the effectiveness of daily journaling in enhancing application letter writing skills among Grade 11 students at Pardo National High School during the School Year 2024–2025. The research utilized a mixed-methods approach combining pretest-posttest assessments as quantitative method and student reflections as qualitative method. The intervention involved a four-week implementation of structured daily journaling aimed at improving five key writing competencies: tone, language use, organization, format, and mechanics. Initial findings revealed that 89.04% of students performed at the “Beginning” level, indicating minimal mastery of formal writing conventions. After the intervention, improvements were observed: 28.77% advanced to the “Developing” level, 8.22% to “Proficient,” and 2.74% to “Advanced.” A paired t-test analysis confirmed a statistically significant difference between pretest and post-test scores (t = 8.65, p < 0.001), validating the positive impact of journaling on students’ writing performance. Qualitative feedback also indicated increased writing confidence, vocabulary development, and improved clarity of expression, although challenges such as idea generation and consistency persisted. This study contributes to Sustainable Development Goal 4 (Quality Education) by promoting inclusive, equitable, and skill-oriented learning through reflective writing practices. The development of enhanced teaching-learning materials based on the findings provides educators with a practical tool to build students’ formal communication skills. In the Filipino context, where written application letters are essential for employment, work immersion, and scholarship opportunities, strengthening this competency equips students for smoother transitions into the local workforce and broader socio-economic participation.

Keywords: English Teaching, Journaling, Application Letter Writing, Formal Writing Skills, Senior High School, Cebu City, Philippines

Article Info: Received: 16 Oct 2025; Received in revised form: 16 Nov 2025; Accepted: 19 Nov 2025; Available online: 25 Nov 2025

DOI: 10.22161/ijels.106.29