Understanding Writing Instruction in Filipino 5: Teachers’ Instructional Practices in Developing Learners’ Writing Skills in Masigun Elementary School of Burgos District, Schools Division of Isabela

Authors

  • RONALDO JR TACTAQUIN Northeastern College Author

DOI:

https://doi.org/10.64358/sih.v2i3.115

Keywords:

Writing Instruction

Abstract

Writing is an essential language skill that enables learners to communicate ideas, organize thoughts, and demonstrate critical thinking. Despite its importance, many elementary learners continue to struggle with organizing ideas, grammar, spelling, and coherent composition. This qualitative phenomenological study explored the instructional practices of Filipino 5 teachers in developing learners' writing skills at Masigun Elementary School, Burgos District, Schools Division of Isabela. Data were gathered through semi-structured interviews and analyzed using Braun and Clarke's thematic analysis. Four themes emerged: (1) scaffolding enhances writing competence; (2) contextualized writing activities increase learner engagement; (3) continuous feedback strengthens writing development; and (4) adaptive instructional strategies address classroom challenges. The findings reveal that effective writing instruction requires explicit teaching, meaningful practice, timely feedback, and learner-centered approaches. The study recommends continuous professional development, improved instructional resources, and strengthened school support to enhance writing instruction in Filipino.

References

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Published

2026-08-08

Issue

Vol. 2 No. 3 (2026): Studies in Interdisciplinary Horizons

Section

Articles

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