EXAMINING INSTRUCTORS’ PERSPECTIVES ON WRITING ACTIVITY CHALLENGES IN HIGH SCHOOL SETTINGS

Abstract

Writing transforms communication and human development by turning thoughts into elegant words, ideas into engaging stories, and facts into effective statements. Writing instruction in English Language Teaching (ELT) guides students towards critical thinking, effective communication and lifelong expression. This research explores high school English teachers' perspectives on the complexities, techniques, and challenges of writing instruction and how these challenges are overcome. This qualitative study captures the essence of the practical experiences of 10 English teachers actively working in high schools in Istanbul. The thematic analysis reveals that writing is crucial for high school education and is intertwined with communication, critical thinking and personal development. According to this study, teachers see themselves as mentors who encourage creativity and writing. This study clarifies these observations and contributes to the literature on writing pedagogy that emphasises encouragement, constructive criticism and collaborative engagement to develop students' writing skills.