Writing English through the lens of the senior high school students: A phenomenological inquiry

Writing is an indispensable skill in various life contexts. Improving students' writing skills is necessary for effectively communicating ideas, persuading others, and self-expression. However, writing is considered the most difficult skill, requiring massive effort and mastery of the rules. Students should possess knowledge of grammar, structure, meanings, vocabulary, and other prerequisites for effective writing. Hence, this study used the transcendental phenomenological research design to describe the lived experiences of Grade 12 students in writing English at Kapingkong National High School. The researcher collected data through criterion sampling, in-depth semi-structured interviews, and documentation. Content experts validated interview questions. Thematic analysis revealed relevant themes: Positive outlook, Goal-oriented writing, Writing proficiency, Self-assessment in writing, Grammar problems, Disheartening organizational skill, Scarcity of time, Inevitable ambiguity, Problems on highfalutin terms, Age and learning gap, Technology and communication, Language barrier, Negative outlook, Academic help-seeking behavior, Learning and writing styles, Language resource, Writing routines, English writing competence, Learning and writing styles, and Teacher's feedback. The research findings suggested that many Grade 12 students struggled to compose grammatically accurate English paragraphs. The study revealed that students' English writing was mostly hindered by a lack of proficiency in English tenses, grammar, syntax, vocabulary, and other related factors. Furthermore, the primary factors contributing to students' inadequate writing skills in English included a lack of imaginative concepts, anxiety related to writing, insufficient structural organization, and an overreliance on peers. This highlighted the need for a learning and development program for students who required assistance enhancing their writing skills.