The self-made guidebook is an English learning tool used by Grade 10 students to enhance their correspondence writing skills. The guidebook was subjected to validation and acceptability test by students and experts. This study sought answers to the following questions: To identify the acceptability level of the content of the guidebook. To identify the acceptability level of the visual features of the guidebook. To identify the level of proficiency in correspondence writing among Grade 10 students using the guidebook and lecturing method as to: content, organization, vocabulary, grammar, and mechanics. To identify if there is a significant difference between the level of learners proficiency in correspondence writing using the guidebook and lecturing method. And to identify if the content and the visual features of the guidebook have significant effect to the learners proficiency in correspondence writing skills. The respondents of the study were fifty (50) Grade 10 students of Pedro Guevara Memorial National High School. The descriptive survey method was used in this study in order to assess the acceptability level of content and visual features of the guidebook. The findings revealed a very high level of acceptability for the content of the guidebook, particularly. Students strongly agreed that the objectives were clear, achievable, and relevant, and that the examples and exercises were clear, relevant, engaging, and helpful. Additionally, the visual features of the guidebook, including size, layout, and typography, were also highly acceptable to students. The utilization of guidebook showed superior results in content, organization, and mechanics. However, there were no significant differences observed in grammar and vocabulary proficiency between the two methods. In conclusion, this study has demonstrated the effectiveness of the self-made guidebook as an English learning tool in enhancing Grade 10 students correspondence writing skills. Based on the conclusions formulated from the findings, the following recommendations were hereby formulated: the guidebook could be used as an effective alternative learning tool/material to traditional way of teaching correspondence writing, educators should make use of validated instructional materials to assist in the traditional method of teaching in order to enhance learners proficiency in correspondence writing, instructional materials should have activities that develop critical thinking, and exercises that will help learners find better understanding of topics or concepts. the Department of Education or schools can provide educator training or workshops to train teachers or facilitators on effectively using guidebook or other learning material in teaching writing, a similar study may be conducted to determine the validity and acceptability of the guidebook by subjecting it to use of other students from other grade level.