Implementing a Genre Pedagogy to the Teaching of Writing in a University Context in Thailand

Abstract

English writing instruction is very difficult, but the task is even greater in EFL contexts. When considering alternative teaching approaches, it is important to note teachers’ perceptions and concepts regarding their teaching practices. This paper reports on a study into how writing teachers perceive their current approaches and the consequences of implementing a genrebased approach in one writing classroom. Teacher perception data were generated through a questionnaire and interviews. Action research was employed to improve the teaching approach in the classroom. Data were analysed both quantitatively and qualitatively. Findings reveal that the teachers used a combination of approaches in their teaching and that many aspects of their teaching include the notion of genre. The classroom research led to clear improvements in student writing and to positive attitudes by participants. This paper suggests implications for the teaching of writing in similar EFL contexts. Providing writing instruction in L2 contexts is considered difficult, but as Richards and Renandya (2002) have noted, it can be quite challenging in L1 settings too. However, the level of difficulty increases markedly when conducted in EFL contexts where learners are rarely exposed to English or to the demands of writing English. The problem exists globally. Lin (2003) mentions the difficulty in Singapore where many students still cannot use English effectively for academic or real-life purposes even after completing English courses in secondary school. Similarly, Kim (2006) points out the difficulties which Korean university students face when writing compositions. Difficulties in teaching and learning writing in Thailand have also been reported by researchers such as Foley (2005). Apart from the well-known “product and process” approach of assisting English learners in developing their writing skills, a recent methodology, known as a genre-based approach, has been proposed as being applicable to the Thai EFL context (Kongpetch, 2006; Walter-Echols, 2009). A genre-based approach has been developed from Systemic Functional Linguistics (SFL) which proposes a model of language comprising the context of situation and the context of culture. This has been developed by Martin (1984) and further refined by others such as Rothery (Callaghan & Rothery, 1988) and Christie (1999). This study investigated the feasibility of applying research findings by using a genre-based approach in the context of a Thai university undergraduate English major course. In Phase 1 of this study, writing teachers’ perceptions of teaching methodologies in their practices were surveyed to identify perspectives that might have relevance to the introduction of a genre-