A Phenomenological Inquiry on the Best Practices on Teaching Writing

Cristine C. Ticong; Felinita III R. Doronio

A Phenomenological Inquiry on the Best Practices on Teaching Writing

August 2025

Vol-11, Issue-4

Paper ID: 27202

ISSN: 2395-4396

Downloads: 0

Abstract & Details

Research Area

Education

Keywords

writing instruction best practices public elementary teachers rural education qualitative research phenomenological study differentiated instruction teacher insights reflective teaching instructional challenge

Abstract

This study presents a phenomenological inquiry into the best practices in teaching writing as experienced by selected public elementary school teachers in Rosario District, Agusan del Sur. Using a qualitative design, the research explored the lived experiences of seven purposively selected teachers through in-depth interviews, focusing on their strategies, challenges, coping mechanisms, and instructional insights. Findings revealed that teachers commonly employed process-based instruction, contextualized writing tasks, peer collaboration, and feedback-driven activities to enhance student writing. Despite facing challenges such as large class sizes, limited instructional materials, time constraints, and student writing anxiety, they adapted by using differentiated instruction, scaffolding, peer-assisted learning, and locally sourced materials. The study also emphasized that effective writing instruction relies not only on methods but also on the teacher's emotional engagement, reflective practice, and ability to foster student confidence. Teachers highlighted the importance of affirming student progress, modeling writing behaviors, and designing purposeful tasks rooted in learners' contexts. These insights contribute to the advancement of writing pedagogy in rural, resource-limited settings and offer implications for curriculum improvement and teacher professional development.

License

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Author Information

#	Name	Institute / Affiliation
1	Cristine C. Ticong	Faculty, Department of Education, Division of Agusan del Sur, Agusan del Sur Philippines
2	Felinita III R. Doronio	Faculty, College Department, Assumption College of Nabunturan, Davao, Philippines

How to Cite

Use the following formats to cite this article in your research.

APA Style

Ticong, Cristine C. & Doronio, Felinita III R. (2025). A Phenomenological Inquiry on the Best Practices on Teaching Writing. International Journal of Advance Research and Innovative Ideas In Education, 11(4), 1464-1468.

MLA Style

Ticong, Cristine C., and Felinita III R. Doronio. "A Phenomenological Inquiry on the Best Practices on Teaching Writing." International Journal of Advance Research and Innovative Ideas In Education, vol. 11, no. 4, 2025, pp. 1464-1468.

IEEE Style

Cristine C. Ticong and Felinita III R. Doronio, "A Phenomenological Inquiry on the Best Practices on Teaching Writing," International Journal of Advance Research and Innovative Ideas In Education, vol. 11, no. 4, pp. 1464-1468, 2025.

Vancouver Style

Ticong Cristine C., Doronio Felinita III R.. A Phenomenological Inquiry on the Best Practices on Teaching Writing. International Journal of Advance Research and Innovative Ideas In Education. 2025;11(4):1464-1468.

Harvard Style

Ticong, Cristine C. & Doronio, Felinita III R. (2025) 'A Phenomenological Inquiry on the Best Practices on Teaching Writing', International Journal of Advance Research and Innovative Ideas In Education, 11(4), pp. 1464-1468.

Chicago Style

Ticong, Cristine C. and Felinita III R. Doronio. "A Phenomenological Inquiry on the Best Practices on Teaching Writing." International Journal of Advance Research and Innovative Ideas In Education 11, no. 4 (2025): 1464-1468.

Turabian Style

Ticong, Cristine C. and Felinita III R. Doronio. "A Phenomenological Inquiry on the Best Practices on Teaching Writing." International Journal of Advance Research and Innovative Ideas In Education 11, no. 4 (2025): 1464-1468.