This paper aims to examine the effects of keeping English learning logs on the development of pre-service EFL teachers’ language learning and skills. The participants were 22 pre-service primary English teachers enrolled in an undergraduate course at a Korean university. The data include the participants’ English learning logs and follow-up surveys. The findings indicate the positive effects of keeping the English learning logs on the participants’ language learning: Keeping the logs promoted participants’ (1) planning, evaluating, and reflection on their English learning (metacognitive aspects), (2) motivation to study English, (3) interest and confidence in learning English (affective aspects), and (4) English teacher mindset. Also, the participants felt that their language skills developed. However, the follow-up survey showed that the participants’ English study decreased after the log-keeping activity ended and that the majority of the participants did not carry out their study plans. This study offers important implications regarding pre-service EFL teacher education.