PURSUING SCHOLARLY INQUIRY: A PHENOMENOLOGICAL STUDY ON ENGLISH MAJOR EDUCATION STUDENTS IN CONDUCTING RESEARCH

The purpose of this phenomenological study is to explore the experiences, coping mechanisms, and insights of English major education students in conducting research. Using a qualitative-phenomenological approach, fourteen (14) purposively sampled participants engaged in in-depth interviews and a focus group discussion. Thematic analysis was used to generate meaningful findings. The study revealed seven (7) key challenges, namely limited access to resources, difficulty balancing research with academic tasks, financial constraints, challenges in identifying and dealing with participants, lack of experience and knowledge, ineffective research instruction, and unreliable Internet access. To cope, students employed ten (10) strategies, such as seeking support from family and peers, managing time effectively, consulting research experts, collaborating with team members, staying optimistic, gathering ideas from various sources, relying on faith, organizing tasks by priority, engaging in recreational activities, and utilizing AI tools. Students also shared seven (7) insights, such as valuing collaboration, gaining confidence in public speaking, providing relevant training and seminars, improving research education quality, fostering professional and personal growth, enhancing English literacy, and strengthening critical thinking skills. The study recommends improved instructional strategies, institutional support, and policy enhancements to cultivate a more engaging research culture. Collaboration, resilience, and accessible research opportunities should be prioritized to support students in overcoming research challenges. KEYWORDS: Research, English Major, Education, Students, Challenges, Experiences, Coping Mechanisms, Insights, Collaboration, Support Systems, Time Management, Resourcefulness, Resilience, Personal Growth, Resources