Despite the importance of writing in the language learners' development, there are difficulties faced by English as a Second Language (ESL) learners that stem from various factors. One of them is the presence of writer's block that could affect writing quality. Therefore, this study aims to describe writer's block, along with a statistically-laden analysis of the possible correlation between the blocking experiences of 55 Filipino ESL learners and the levels of easability and readability of the essays they had written. This research employed a descriptive-correlational design using The Questionnaire in Identifying Writer's Block (QIWB) to gauge the extent of occurrence of writer's block and the Coh-Metrix Common Core Text Easability and Readability Assessor (hereafter CohMetrix T.E.R.A.), an online computational tool, to measure the levels of easability and readability of the essays. The result shows that the learners generally experienced writer's block, and their essays collectively showed high levels of easability on the basis of narrativity, referential cohesion, and deep cohesion. However, the essays were low in syntactic simplicity and word concreteness, while the level of readability computed exceeded that of the reading ability of 10 th -grade learners. Test of correlation revealed that there exists negligible relationship between writer's block and the overall easability and readability levels of the essays, though a significant but a weak relationship was documented between lateness and word concreteness and with premature editing and deep cohesion, respectively.Keywords: writer's block; easability; readability; text quality; Coh-Metrix T.E.R.A.When students are asked to write down on paper their thoughts about several concepts, or when the language teacher finally announces that an essay test will be administered, sighs of agony and apprehension reverberate in the L2 (second language) classroom. This situation is particularly prevalent among L2 learners whose writing performance is encumbered by a number of L2 writing issues such as the influence of the writer's personal characteristics, L2 writers' attitudes and composing processes, not to mention the interplay of cultural, social, political, and institutional contexts with L2 writing (Lee & Ferris, 2017). As such, the complexity of writing, as part of second language learning, continues to pose challenges to learners of different linguistic backgrounds and academic levels. Jun (2008) therefore asserts that the area of L2 writing qualifies relevant topics for second language researchers because of the many blank spots that could be filled in through languagerelated investigations.Aside from studies that highlight significant fields such as L2 writing feedback, L2 writing instruction, and L2 writers' texts, scholarly efforts to improve L2 writing learning and instruction also drifted to the area of writing process per se. Saadat and Dastgerdi (2014) describe research expanse in L2 writing as highlighted with studies that examine the effect of ...

This paper is a response to the growing need for researchers who would document how reflective practices in language teaching help shape teachers' professional expertise and later on, positively impact student achievement. Two English as a Second Language (ESL) teachers teaching in a government-owned highschool in the Philippines participated in the study: a novice (NLT) and an experienced language teacher (ELT). Both participants' reflective teaching practices were identified, compared, and analyzed using a standardized surveyquestionnaire that gauges English language teaching reflections of practitioners. Moreover, the participants' reflective entries in their daily lesson logs were subjected to documentary analysis to describe their perceived successful teaching strategies, the difficulties they encountered in teaching, and the pedagogical innovations they employed. The results revealed that the ELT practiced majority of the reflective teaching components as compared to the shifting, inconsistent reflective practices of the NLT. The experienced practitioner also had more reflective entries and relevant accounts in her daily lesson log than the less experienced one. It was also revealed that in relation to teaching strategies and innovations, the ELT incorporated more varied, eclectic mechanisms in teaching English while the NLT adhered to more practical ones. Both participants also viewed students' unpreparedness, inattentiveness, and absenteeism as factors that make language teaching difficult. As such, it may be assumed that wealth of experience may influence the extent by which a teacher observes reflective practices in L2 teaching.

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