Exploring Joy and Challenge: Fourth-Grade Students’ Perceptions of English Writing in Tashicholing Dungkhag, Bhutan
Ten Gyeltshen *
Sherub Gatshel Middle Secondary School, Bhutan.
Parkash Gurung
Sherub Gatshel Middle Secondary School, Bhutan.
Manika Rai
Sherub Gatshel Middle Secondary School, Bhutan.
*Author to whom correspondence should be addressed.
Abstract
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.
Keywords: English writing, student perception, qualitative study, self-efficacy, fourth-grade learners