On the Fear of Academic Writing: A Phenomenological Study of the Lived Experiences of Senior High School Students with Academic Writing Apprehension

Philipp James Manila

doi:10.63529/ajpe.v8i2.16127

Authors

Philipp James Manila University of Perpetual Help System DALTA

DOI:

https://doi.org/10.63529/ajpe.v8i2.16127

Keywords:

Academic Writing, Academic Writing Apprehension, Teaching Writing

Abstract

This study aimed to explore academic writing apprehension among senior high school students, which refers to the uneasiness learners experience when engaging in various academic writing activities. Specifically, the study addressed the following sub-problems: a) How do students view academic writing apprehension? b) What are the students’ lived experiences of academic writing apprehension? c) How do students cope with academic writing apprehension? and d) What primer can be developed to help students cope with academic writing apprehension?

The researcher employed a phenomenological research design, specifically Psychological Phenomenology (also known as Empirical, Transcendental). Data collection was conducted through interviews, focus group discussions, and journal writing. Seven students from a public senior high school in the Philippines were purposively sampled as participants.

The findings revealed five themes: 1) negative views and feelings toward academic writing apprehension, 2) lack of language skills as a major contributor, 3) the role of teachers in students’ academic writing apprehension, 4) writing practice as a coping strategy, and 5) self-motivation as a key factor in overcoming academic writing apprehension. Based on these results, a primer was developed to help students manage their academic writing apprehension. This study highlights the importance of understanding students’ experiences to address academic writing challenges effectively.

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