Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 23 no. 1 (2024)

Navigating the Teaching of Expository Writing by Filipino Language Educators

Jocelyn Babas

Discipline: Education

 

Abstract:

This study aimed to investigate the challenges faced and the strategies employed by Filipino educators in teaching English expository writing based on their lived experiences. Participants who were enrolled in the program Doctor of Philosophy in Education, major in English during the School Year 2022-2023 in a private university in the Philippines were selected through convenience sampling method. Labov’s thematic analysis approach was utilized as the framework for narrative analysis. Based on the findings of this research, the participants normally experience the challenges of cultural diversity, writing proficiency, time constraints, resource limitations, diverse learning styles, and student engagement. In order to navigate such challenges, however, the participants employ various strategies. For cultural diversity, the participants resort to the enhancement of a culturally inclusive content, respectful feedback, and peer collaboration. In terms of writing proficiency, the participants utilize the strategies of differentiation, skill building, and individualized support. To address time constraints, the courses of action of educators are prioritizing key concepts, chunking and sequencing, and structured lesson plans. In coping with resource limitations, the teachers of English expository writing utilize adaptable materials, minimalist approaches, and collaborative learning in their teaching methods. As regards diversity in students’ learning styles, the teachers adapt multimodal instruction, student choice, and universal design. Lastly, the lack of student engagement is being addressed through interactive activities, real-world relevance, and gamification. A researcher-designed comprehensive training and development plan was recommended to further improve the educators’ skills in teaching expository writing. This training and development model is envisioned to provide opportunities for teachers to upskill their pedagogies and better improve their teaching effectiveness. To verify the validity of the results, it is strongly recommended that a larger-scale variant of this study be conducted.



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