Secondary data Analysis of Genre-based and Process writing Pedagogies in ESL contexts: Toward a Coherent Frame work

This study conducts a secondary analysis of genre-based and process writing pedagogies in ESL contexts to develop an integrated framework combining both approaches. Genre-based pedagogy emphasizes understanding and producing texts according to social purposes and conventions, while process writing focuses on the stages of writing—planning, drafting, revising, and editing. Through systematic review of research, theory, and classroom practices, the study evaluates each pedagogy’s strengths and limitations in enhancing ESL learners’ writing competence. Genre-based pedagogy effectively improves learners’ awareness of text types and cultural contexts, promoting clarity and relevance. Conversely, process writing fosters writing proficiency through iterative practice, reflection, and learner autonomy. However, neither approach alone fully addresses the complexity of writing development in ESL environments. Therefore, this study proposes a unified model integrating genre awareness with process-oriented instruction, promoting a balanced pedagogy that meets diverse learner needs. The model guides teachers in designing cohesive and responsive writing instruction while bridging theory and practice. Implications for curriculum design, teacher training, and future research highlight the value of holistic and contextually grounded ESL writing pedagogy over rigid dichotomies.