Strategies in Teaching Academic Essay Writing, Level of Effectiveness, and Instructional Barriers: The Case of Filipino Learners

Jaypee R. Lopres, Marciano C. Placencia Jr, Greatchie M. Lopres, Grace M. Tidalgo, Margarett M. Aguirre, Jun M. Masongsong, Resito P. Sombrio


This study about academic essay writing strategies was conducted in order to propose teachers' lesson guide based on the effective strategies that were ascertained after the investigation. The study used the descriptive-quantitative method of research. The University-approved questionnaire was used to identify the frequency of use of the strategies utilized in students' essay writing activities. There were 126 students and 20 English teachers in Cebu City, Philippines, used as the respondents of the study. It was discovered that the three academic essay writing strategies investigated in the study were always used in both argumentative and informative essay writing, as perceived by the respondents. The first two strategies, traffic light color coding, and planning using informal outline, were found to be very effective in both writing the argumentative and informative essays, while the third strategy, framed paragraph, was also effective to use in both writing the two types of essays. The strategies used, and the students' performance showed a significant relationship. The top barriers in teaching academic essay writing were as follows: teaching essay writing to second language learners, lack of time for explicit instruction, no strategies in place for the part of the students, lack of parental support, and lack of essay structures on the part of the teachers. It was concluded that there were various effective pedagogical strategies that teachers could utilize in teaching academic essay writing. Based on the findings, this study further presents its recommendations.

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World Journal of English Language
ISSN 1925-0703(Print)  ISSN 1925-0711(Online)

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