Impact of pedagogical support on academic writing in high schools: A qualitative study

In secondary education, one of the key skills to develop is academic writing, especially in vulnerable environments where they face significant challenges in consolidating it. This qualitative research, using an interpretive paradigm, aimed to analyze the pedagogical impact of teacher support on academic writing among secondary school students in public institutions in Guayaquil, Ecuador. A stratified, non-probabilistic convenience sample of 12 English teachers and 36 second- and third-year high school students was selected from three different institutions. Data triangulation and comparison across contexts were performed. Through interviews, focus group observations, and documentary analysis, the cognitive, linguistic, and emotional limitations that impair writing processes were examined. Five key categories were identified: the appreciation of teacher support, writing as a reflective process, emotional and cognitive barriers, institutional limitations, and writing as an empowerment tool that supports student performance and engagement. It is revealed that students prefer individualized guidance to help them develop and create meaningful, relevant, and meaningful texts. Writing-related teaching strategies promote student learning through appropriate motivation, self-confidence, and effective textual quality. However, there are limitations regarding ongoing teacher training and institutional academic support. This study emphasizes the inherent need to implement inclusive and context-sensitive teaching strategies, with the support of teachers and students to recognize written production not only academically but also to enhance emotionally significant aspects related to personal expression and empowerment.