This study explores fourth-grade students' perceptions of English
writing in Tashicholing Dungkhag, focusing on emotional, cognitive, and
contextual influences.
Using a phenomenological qualitative approach, 14 students—two
each from seven government schools—were purposively selected based on their
active participation and interest in English writing lessons. Data were
collected through semi-structured interviews and analysed using Braun and
Clarke’s (2021) thematic analysis framework.
Four primary themes emerged: enthusiasm for writing, mechanical
challenges, emotional complexity, and the role of teacher support. Students
expressed both joy and anxiety, highlighting the dual impact of writing as both
a creative outlet and a site of struggle. Positive reinforcement and empathetic
instruction significantly influenced their engagement.
Addressing a gap in EFL writing research in Bhutanese primary
education, this study emphasises emotionally responsive pedagogy, increased use
of low-stakes writing, and teacher development centred on constructive feedback
and encouragement, while offering practical recommendations to enhance primary
education in Bhutan and similar contexts.
Author(s) Details
Ten
Gyeltshen
Sherub Gatshel Middle Secondary School, Bhutan.
Parkash
Gurung
Sherub Gatshel Middle Secondary School, Bhutan.
Manika
Rai
Sherub Gatshel Middle Secondary School, Bhutan.
Please
see the book here:- https://doi.org/10.9734/bpi/lleru/v7/5862
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