A study on second language writing through a process-genre-based lens: Examining EFL learner development in tertiary level preparatory classes

The purpose of this action research study is to explore L2 writing experiences of 25 EFL students within a process-genre-based instructional framework. Initially, the views of 17 purposefully selected EFL instructors were gathered to identify the writing needs and challenges of B1 level learners. Over ten weeks, a specially designed teaching-learning cycle, in which three genres were taught explicitly through a range of genre-awareness raising activities, was adopted. The research questions specifically addressed four key areas: EFL instructors' views of learners' writing needs, the development of genre awareness with a focus on rhetorical and lexico-grammatical competence in students' writings, students' views on the process-genre approach; and the teacher-researcher's reflections on instructional practices. Data were collected through semi-structured interviews, students' written works and self-annotation papers, and teacher-researcher's field notes. The study adopted a multi-phased procedure involving the piloting and actual application of process-genre-based instruction and various qualitative data collection techniques. Semi-structured interviews with EFL instructors highlighted learners' challenges in motivation, content development, organizational structure, language use, as well as their text-based needs. Besides, the findings evidenced that explicit genre teaching created genre awareness among the students considering the rhetorical move-step development and lexico-grammatical choices observed in the students' revised drafts. The study also provided a detailed account of both the facilitating aspects and the difficulties faced during the instructional process, from the perspectives of both the students and the teacher-researcher. This study contributes to EFL writing pedagogy by demonstrating the benefits of process-genre-based instruction in creating rhetorical, lexico-grammatical and process-based awareness.