A SYSTEMATIC LITERATURE REVIEW OF GENRE-BASED APPROACH IMPLEMENTATION IN TEACHING ESL/EFL WRITING, PERIOD 2021-2024

Abstract

This systematic review investigates genre-based approach implementation in English as a Second Language/English as a Foreign Language writing instruction from 2021-2024, employing a triple-analysis methodology comprising bibliometric, content, and scientometric analyses. To achieve this, the study employed a combination of three analytical methods: bibliometric analysis, content analysis, and bibliographic coupling. The study identifies significant shifts in research focus and geographical distributions compared to previous periods. Bibliometric analysis reveals Indonesia’s emergence as the leading contributor, displacing traditional Western research dominance. Content analysis indicates balanced attention to informative and evaluative genres, predominance of qualitative and mixed-method approaches, and concentration on undergraduate students. Scientometric analysis identifies three research clusters: pedagogical approaches, educational contexts, and specific research foci, with growing interest in teacher perspectives and hybrid methodologies. The findings suggest genre-based approach research is evolving from theoretical foundations toward classroom application concerns with increasing contextual adaptations to diverse educational environments. From the review results, implications for practitioners include implementing balanced genre integration, contextualizing genre-based approach for specific educational settings, adopting hybrid approaches, and aligning assessment practices. As genre-based approach continues gaining prominence in English as a Second Language/English as a Foreign Language writing instruction, future research should prioritize cross-cultural collaborations, methodological diversification, and exploration of emerging digital communication genres.