Teachers’ Experiences in Implementing the Mentor-Text Approach in Research Writing

Abstract

This study aimed to explore teachers’ experiences and reflections in implementing the Mentor-Text Approach in teaching research writing. Specifically, it sought to understand how this pedagogical model fosters mastery and confidence among teachers as they guide students through the research-writing process. Using a qualitative action research design, the study involved a purposive sample of three senior high school teachers who integrated the Mentor-Text Approach in their research classes. Data were gathered through interviews and focus group discussions. Thematic analysis following Braun and Clarke’s (2021) six-phase framework was employed to identify emerging themes from the participants’ narratives and reflections. Findings revealed that the Mentor-Text Approach significantly enhanced teachers’ instructional clarity, confidence, and ability to scaffold complex research concepts. Teachers reported improved student engagement and output quality as they modelled writing through exemplar texts. However, challenges such as limited time for reflection, insufficient exemplars, and varied student proficiency were noted. The study concludes that the Mentor-Text Approach is an effective instructional strategy in teaching research writing when supported by reflective practice and peer collaboration. It is recommended that professional development programs integrate this approach to enhance teachers’ research pedagogy and learners’ writing competence.