A Phenomenological Study of the Lived Experiences of Secondary School Students with Writing Skills Difficulties in English

Abstract

The secondary level serves as a transitional step between the elementary and tertiary phases of the educational process. The purpose of this study was to conduct a phenomenological qualitative study that was explore potential hidden factors that could be contributing to secondary school students' academic performance at Government High School Hoti Landaki, Mardan. Qualitative methods include focus groups, participant observations, and in-depth interviews are used in the study methodology. 10 secondary students from Government High School Hoti Landaki, Mardan who struggle with their English writing abilities and have attended the same school for at least the last five years were chosen through the use of purposeful sampling. The importance of making use of the writing workshops, tutoring sessions, and writing centres that were made available by their respective institutions was emphasised by all of them throughout their experiences. By utilising both school resources and direct involvement with teachers, participants were able to enhance their writing skills, which is a collaborative process.