Spilling the Ink: English Majors' Writing Skills and Strategies at ASC as a Basis for Curriculum Enhancement

Marvelyn De Sto. Tomas Ignacio

doi:10.36948/ijfmr.2025.v07i02.42704

Spilling the Ink: English Majors' Writing Skills and Strategies at ASC as a Basis for Curriculum Enhancement

Author(s)	Ms. Marvelyn De Sto. Tomas Ignacio
Country	Philippines
Abstract	Writing is a complex cognitive process that involves multiple stages, from idea generation to refinement, and is essential for academic success. This study aimed to evaluate the writing skills and strategies of English majors at Apayao State College (ASC), focusing on how students utilize different stages of the writing process—pre-writing, during-writing, and post-writing—and the challenges they encounter. The study employed a mixed-methods design, using both quantitative surveys to assess writing proficiency and strategy use, and qualitative interviews to explore students’ experiences with writing. Data were collected from a sample of English majors at ASC, analyzing the relationship between writing skills, strategy usage, and the cognitive, linguistic, and emotional challenges that students face. Findings revealed that ASC students demonstrate satisfactory writing skills in composition and research but struggle with thesis development, idea organization, and academic writing. Students actively engaged in pre-writing and during-writing strategies such as brainstorming and editing, but less so in post-writing strategies like feedback incorporation and revision. A strong correlation was found between pre-writing strategies and overall writing proficiency. Cognitive, linguistic, and emotional difficulties, such as limited vocabulary, grammar issues, and anxiety, were also identified as barriers to effective writing. The results suggest that while ASC students have foundational writing skills, there is a need for further development in advanced writing strategies, especially in post-writing activities. The study highlights the importance of a comprehensive writing curriculum that integrates structured support for all stages of the writing process, with a focus on grammar, revision, and feedback. The findings also underscore the need for additional interventions, such as peer reviews and writing centers, to build students’ confidence and independence in writing. Future research should explore the long-term effects of such interventions and the role of digital tools in writing development.
Keywords	writing strategies, English proficiency, academic writing, instructional methods, writing difficulties
Field	Sociology > Education
Published In	Volume 7, Issue 2, March-April 2025
Published On	2025-04-30
DOI	https://doi.org/10.36948/ijfmr.2025.v07i02.42704
Short DOI	https://doi.org/g9g73s

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Spilling the Ink: English Majors' Writing Skills and Strategies at ASC as a Basis for Curriculum Enhancement

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