Exploring Students’ Challenges and Coping Mechanisms in English Writing: A Qualitative Study
DOI:
https://doi.org/10.68354/742113Keywords:
Coping Mechanisms, English Writing, ESL Learners, Qualitative Study, Student Challenges, Writing DifficultiesAbstract
Introduction: English proficiency is increasingly important across professional and academic contexts, requiring learners to develop adequate vocabulary, grammatical knowledge, and written communication skills. However, students learning English as a second language, including Filipino learners, may encounter challenges that affect their ability to produce effective written outputs.
Objective: This study examined the challenges encountered by students in English writing and the coping mechanisms they employed to address these challenges.
Methods: The study employed a qualitative approach involving students enrolled in English 211 at the University of Southern Mindanao. Data were gathered through interviews focusing on students’ experiences with English writing and analyzed thematically using the cognitive/motivational perspective of Hayes writing model and the theoretical perspective attributed to Larry Selinker.
Results: Five major writing challenges emerged: lack of vocabulary, poor grammar usage, difficulty organizing thoughts and ideas, spelling problems, and difficulty expressing feelings, emotions, and moods in writing. Five corresponding coping mechanisms were also identified: reading books and watching English movies, consulting dictionaries, studying and applying knowledge, drafting outlines, and focusing and brainstorming to develop ideas.
Conclusions: The findings indicate that students experience both linguistic and cognitive-affective challenges in English writing and employ varied strategies to manage these difficulties. The study highlights the importance of strengthening students’ vocabulary, grammatical competence, organization of ideas, and strategies for generating and expressing ideas in English writing.
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