Technical writing is a vital academic and professional skill for English major students; however, many struggle to meet its linguistic, structural, and cognitive demands. This qualitative phenomenological study explored the lived experiences of fourteen (14) first-year English major students at Monkayo College of Arts, Sciences, and Technology (MonCAST) to identify the challenges they encounter in technical writing. Anchored in Chomsky’s Language Acquisition Device and Universal Grammar theories, alongside Vygotsky’s Zone of Proximal Development, the study addressed students’ writing difficulties, coping strategies, and insights for skill enhancement. Data were collected through in-depth interviews and focus group discussions and analyzed using thematic analysis. Findings revealed persistent challenges in vocabulary, grammar, organization, writing confidence, and anxiety, as well as coping strategies such as AI-assisted tools, peer collaboration, and teacher feedback. These findings informed the development of structured, contextually responsive instructional materials, contributing to more effective technical writing instruction and learner support.
Pardillo et al. (Mon,) studied this question.