This review investigates how recent studies conceptualise the theoretical foundations, pedagogical practices, learning outcomes, and the integration of technology and artificial intelligence within genre-based writing instruction, and proposes an integrated framework that links the genre-based approach with emerging AI-supported writing practices.
Abstract
This review investigates how recent studies conceptualise the theoretical foundations, pedagogical practices, learning outcomes, and the integration of technology and artificial intelligence within genre-based writing instruction. It aims to systematically synthesise these dimensions and develop an in-depth understanding of genre-based writing instruction in contexts where English is learned as a second or foreign language. The review’s significance lies in bringing these dimensions together within a single explanatory framework, as previous studies have often examined them in isolation. This review analysed 41 empirical studies published between 2020 and 2025, identified through ERIC, ProQuest, Scopus, Web of Science, and Google Scholar, using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses framework. The findings show that the genre-based approach is established mainly in Systemic Functional Linguistics and English for Specific Purposes, whereas cognitive and sociocultural perspectives are increasingly incorporated. The Teaching and Learning Cycle remains the dominant instructional model, although hybrid pedagogies increasingly combine genre instruction with collaborative activities and digital tools. The studies report improvements in writing performance and genre awareness, together with emerging evidence of higher-order thinking skills and self-regulatory outcomes, including critical thinking, creativity, and self-regulated learning. However, the mechanisms linking instructional practices to these outcomes remain insufficiently explained, and none of the included studies explicitly integrated artificial intelligence. Based on these findings, the review proposes an integrated framework that links the genre-based approach with emerging AI-supported writing practices. Future research ought to test this framework in diverse contexts and adopt more robust, multidimensional assessment methods.
Recent research has increasingly focused on the application of generative artificial intelligence (genAI) in English as a Foreign Language (EFL) writing instruction, prompted by rapid technological advancements and growing pedagogical interest. Despite this trend, systematic reviews have not yet examined how learners are conceptualized within this field. To address this gap, the present study systematically reviewed 17 empirical studies, selected from an initial pool of 316, in accordance with PRISMA guidelines. The analysis identified three primary conceptualizations of writing: accuracy-oriented, process-oriented, and generative, each linked to distinct learner roles that range from active participants to more passive or dependent users. The findings revealed that learner agency is influenced more by pedagogical integration than by the technology itself. Structured uses of AI promoted engagement and higher-order thinking, whereas generative uses may lead to over-reliance and partial delegation of authorship. This review underlined the importance of teaching EFL writing through theoretically informed, process-oriented approaches that empower learners and incorporate effective AI use.
Hani Hamad, M. Albelihi, M. Rice et al.· British Journal of Applied L...· 0 citations
This study aimed to examine the concept and pedagogical significance of English for Specific Purposes (ESP) by analyzing its theoretical foundations, learner-centered orientation, and implications for contemporary English Language Teaching (ELT). The study presents an overview of the scope of ESP, highlighting its origin, major components, and expanding areas of application. It further discusses the emergence of ESP as a specialized approach to language teaching that evolved alongside the growing international role of English in scientific, technical, academic, and professional communication. The study employed a qualitative theoretical and review-based methodology, drawing upon established literature and major scholarly contributions in the field of ESP and ELT. The findings revealed that ESP is best understood as an approach rather than a product, emphasizing learner needs, contextualized language instruction, and active learner engagement through relevant pedagogical strategies. The paper also covers the basic approaches to ESP studies which comprise needs analysis (NA), register analysis (RA), discourse analysis (DA) and genre tradition (GT). This study contributes to the field of knowledge by synthesizing major theoretical perspectives on ESP and offering practical pedagogical insights for designing learner-centered and context-sensitive English language teaching practices.
G. Pandey· Journal of Practical Studies...· 0 citations
The increasing global prominence of English has placed unprecedented demands on educational systems to equip learners with effective communicative competence, yet a persistent gap remains between theoretical recommendations and classroom realities in English Language Teaching (ELT). This systematic review synthesizes empirical evidence from 257 peer-reviewed studies published between 2010 and 2025 to identify effective strategies for teaching English in modern classrooms and to articulate evidence-based principles for pedagogical practice. Following PRISMA guidelines, a comprehensive search across ERIC, Scopus, Web of Science, Google Scholar, and ProQuest Dissertations & Theses was conducted, with data extracted and thematically synthesized to address four research questions concerning effective strategies, moderating contextual factors, synergistic integration of approaches, and evidence-based principles. The findings reveal that Communicative Language Teaching and Task-Based Language Teaching demonstrate robust positive effects on learners' fluency, pragmatic competence, and willingness to communicate, while technology-enhanced instruction offers significant affordances for personalized learning and engagement, though effectiveness is consistently moderated by learner proficiency, teacher cognition, institutional resources, and cultural contexts. Culturally responsive and translanguaging practices contribute meaningfully to learner engagement and identity affirmation, yet implementation remains constrained by institutional resistance and persistent native-speakerist ideologies. Based on these findings, the study proposes the Principled Eclecticism Framework, built on four interconnected principles: learner-centered adaptation, pedagogical coherence, contextual responsiveness, and ongoing professional development. This framework provides an orienting guide for teachers, teacher educators, and policymakers to navigate the complexity of contemporary ELT contexts. The review concludes that effective English teaching requires a dynamic interplay of strategies adapted to specific learner profiles, contextual affordances, and institutional constraints, moving beyond one-size-fits-all prescriptions toward principled, evidence-informed decision-making. Implications for practice, policy, and future research are discussed, with particular attention to the need for sustained professional development, supportive institutional environments, and policies that recognize linguistic and cultural diversity.
Anika Meher Jabin· Journal of innovative resear...· 0 citations
Findings show that platforms like WeChat enhance reading engagement and comprehension through authentic texts, peer interaction, and multimodal input, and that learner motivation emerges as a cross-cutting outcome, driven by autonomy, social presence, and interactive environments.
Xuelian Wan, Megat Aman Zahiri bin Megat Zakaria· SN Social Sciences· 0 citations
The rapid integration of generative Artificial Intelligence (AI) into higher education writing instruction is outpacing pedagogical frameworks, creating profound disruptions in how writing is taught, assessed, and valued. While AI shifts writing from individual production to collaborative human–AI processes, instructors face escalating challenges, including the erosion of traditional authorship, uncertainty in evaluating AI-mediated work, threats to assessment validity, and growing student dependency on AI tools. These tensions expose a widening gap between technological adoption and pedagogical preparedness, placing faculty at the center of unresolved ethical, instructional, and institutional dilemmas. This systematic review synthesizes empirical research published between 2023 and 2025 on generative AI (e.g., ChatGPTand other GPT-based systems) in higher education writing instruction. Following PRISMA guidelines and SPIDER framework, 19 peer-reviewed studies were analyzed. Findings suggest that AI can enhance drafting, revision, and feedback processes, improving coherence, metacognition, and writing confidence. However, these benefits are accompanied by persistent concerns regarding ethical ambiguity, inconsistent policy guidance, and insufficient faculty training. The review contributes theoretically by reconceptualizing writing pedagogy for AI-mediated processes and practically by providing guidance for instructional design, assessment strategies, and institutional policy. Gaps identified include a lack of longitudinal studies, limited exploration of faculty perspectives, and inconsistent integration of AI literacy and ethical considerations. Implications for research, practice, and policy are discussed.
Samira Dichari, Fadi Jaber· Journal of Education and Tra...· 0 citations
This narrative review synthesises the theoretical and empirical literature on lesson planning across general education, English Language Teaching (ELT), and English for Academic Purposes (EAP). A structured search of Scopus, Web of Science, ERIC, and Google Scholar, supplemented by backward reference tracing, identified an initial pool of over 1,200 records. After title and abstract screening against predefined inclusion criteria and full-text evaluation, 56 sources were retained for thematic analysis through a two-phase iterative design. Three research questions are addressed: (1) how the four core dimensions of lesson planning, learner needs, learning objectives, instructional materials, and formative assessment, are conceptualised within systematic instructional design; (2) what structural, institutional, and geopolitical tensions constrain planning practice across varied global contexts; and (3) how Generative AI tools and collaborative reflective models redefine teacher agency, cognitive load, and professional autonomy during the planning process. Findings indicate that the effectiveness of lesson planning depends less on plan format than on the professional culture and cognitive conditions within which planning takes place. The review argues that Cognitive Load Theory bridges reflective practice and critical pedagogy, that agency in under-resourced contexts resides in the reflective adaptation of structured plans rather than their rejection, and that GenAI tools function as mechanisms of either domestication or emancipation depending on the reflective framing of their use. Implications for teacher education and future research are identified.
Md. Ali Rezwan Talukdar, Trisha Bushra Jesmin, M. Hossen· Journal of Critical Studies...· 0 citations