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
*This paper is presented at the 4th International Conference on Multidisciplinary Industry and Academic Research (ICMIAR) 2023
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