Abstract

The study examined ten high school students’ experiences, activity, and development of a nine-month period of the process-genre approach (PGA) implementation in teaching English as a foreign language (EFL) developing writing classes. The findings from the teacher–researcher’s observation in this action research (AR) study suggest that most of the student participants indulged joyously in the writing activities presented as a thinking process, in several stages, through collaborative and feedback-based perspectives. The PGA curriculum as an annex to the general English language curriculum, the PGA recursive stages, and the PGA topical-based activities seemed to have raised the students’ interest and awareness about writing, in general, genres, and the themes they encountered throughout the course of a school year. The findings, therefore, indicate that the students have taken advantage of newly designed writing classes based on the PGA and might have developed a more intricate knowledge of writing processes, writing genres, audiences, and other elements pertinent to writing as a major language skill. The peripheral findings of the present study also aim to shed light on gender representativeness differences in terms of student writing development.