Vietnamese EFL University Teachers’ Beliefs about the Effectiveness of Genre-based Approaches in Teaching IELTS Academic Writing Task 2
Authors
Abstract
Students taking IELTS preparation courses from EFL countries continue to encounter challenges in the examination process, especially with writing skills. To address this issue, this sequential explanatory mixed-method study aims to examine Vietnamese EFL university teachers’ beliefs about the applicability of the genre-based approach (GBA) in teaching IELTS Academic Writing Task 2 instruction and developing learners’ foundational academic writing skills. Data are collected through questionnaires and semi-structured interviews involving 58 teachers from four universities in Vietnam. Quantitative data are then analyzed descriptively by SPSS 25, while qualitative data are manually analyzed into themes. The results indicate that most teachers are aware of GBA and believe in its pedagogical value. Their awareness primarily stems from informal sources instead of formal education. Teachers strongly believe that the systematic, explicit teaching of genre conventions helps both improve learners’ IELTS writing performance and prepare them for higher academic writing contexts. The study also finds a significant theory-practice gap with implementation constrained by intensive course timeframes and students’ test-focused orientations. The study contributes to the current literature of genre-based application in high-stakes test preparation, particularly by offering insights from teacher perspectives.
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