Lived Experiences of Indigenous People Learners in English Written Proficiency
Kristine Azcel Z. Cosepe & Rhett H. Motus
Abstract
This phenomenological study aimed to explore the lived experiences of indigenous people (IP) learners in English writing. Qualitative data were gathered through a focus group discussion among the purposively selected IP learners. It was found out that IP learners were challenged to effectively express their thoughts in English writing despite of having the interest. Poor English vocabulary, spelling, word translation, and weak sentence construction were the challenges they have encountered in English writing. Aside from that, limited time and distracting environment affect the quality of their writings. Despite all uncertainties, IP learners felt proud and happy with what they have accomplished. Moreover, IP learners still prefer to read books to learn more about English language, but they were also able to utilize various online applications such as Google, YouTube, and Bilibili as supplemental learning resources in developing their English writing skills as they also drawn motivations from their families and teachers in writing in English. Proper implementation of the proposed writing intervention program could help IP learners improve their English writing skills.
Keywords
lived experiences, indigenous people, learners, English writing, proficiency
Author information & Contribution
Disclosure statement
No potential conflict of interest was reported by the author(s).
Funding
This work was not supported by any funding.
AI Declaration
Notes
This paper is presented in 4th International Conference on Multidisciplinary Industry and Academic Research (ICMIAR)
Acknowledgement
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Cite this article:
Cosepe, K.Z. & Motus, R.H. (2023). Lived Experiences of Indigenous People Learners in English Written Proficiency. Industry and Academic Research Review, 1 (1), 364-373.
License:
This work is licensed under a Creative Commons Attribution (CC BY 4.0) International License.
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