Clearing the path for process genre writing: EFL teachers’ knowledge, practices, beliefs, and perceptions

Abstract

The present pilot study is part of a PhD research project in Oman that explored EFL teachers’ knowledge, practices, beliefs, and perceptions regarding process genre writing instruction. The study also examined the constraints to the approach’s implementation in English language instruction in Oman. The sample included 43 in-service teachers from Cycle Two and Post-basic levels during the 2024/2025 academic year. The study employed a descriptive quantitative research design to explore EFL teachers’ views of the approach. Data was collected using a questionnaire designed to address the study’s aim. The findings showed that teachers held a good level of knowledge of the principles of process-genre writing and employed aspects of it in their teaching practices. Teachers also reported positive beliefs about the approach’s features and perceived it as beneficial for fostering students’ writing skills and enhancing their motivation and confidence. Additionally, teachers reported that the integration of blended learning can facilitate and support the implementation of process genre writing. It was also found that several contextual factors affected teachers’ practices of the process genre approach (PGA), including students’ low vocabulary and grammar proficiency, large class sizes, and the absence of clear genre-based assessment guidelines. The study emphasized the need to equip teachers with professional development and institutional support for more sustainable use of the PGA, while also recommending the integration of genre-based assessment in writing instruction.