Enhancing genre pedagogy and teacher wellbeing in ESP: Reflections from an action research

• Diert-Boté, Irati ^[1] ; Moncada-Comas, Balbina ^[2] ; Martin-Rubió, Xavier ^[1]
  1. [1] Universitat de Lleida

     Universitat de Lleida

     Lérida, España

     
  2. [2] Universitat Politècnica de Catalunya

     Universitat Politècnica de Catalunya

     Barcelona, España

     
• Localización: Ibérica: Revista de la Asociación Europea de Lenguas para Fines Específicos ( AELFE ), ISSN-e 2340-2784, ISSN 1139-7241, Nº. 49, 2025, págs. 19-43
• Idioma: inglés
• DOI: 10.17398/2340-2784.49.19
• Enlaces
  • Texto completo (pdf)
  • Texto completo
• Resumen

  •   This study investigates an action research (AR) in an English for Specific Purposes (ESP) course, focusing on improving teaching methods using genre pedagogy and enhancing teacher wellbeing through a sustainable teaching environment. The paper centres on the AR’s reflective stage where three ESP teachers, employing collaborative autoethnography, discussed teaching practices, material adaptation challenges, and implemented changes via online journals and discussions. The study aims to assess the impact of AR participation on teachers’ genre pedagogy application and to understand its effects on their wellbeing. Findings suggest that reflective practices significantly increased teachers' genre pedagogy awareness and implementation, leading to a professional shift in the course. Additionally, reflections on teacher wellbeing revealed substantial stress due to large class sizes and diverse student needs, with individual teaching styles further affecting personal wellbeing and job satisfaction. The study highlights the importance of structured, reflective approaches in AR for enhancing teaching quality and teacher wellbeing.

• Referencias bibliográficas
  • Agyapong, B., Obuobi-Donkor, G., Burback, L., & Wei, Y. (2022). Stress, burnout, anxiety and depression among teachers: A scoping review....
  • Aniroh, K. (2019). The challenges of teacherstudents in developing ESP teaching materials. Asian ESP Journal, 15(2), 42-56. https://doi.org/10.1016/S2212-5671(12)00291-2
  • Banegas, D. L. (2018). Learning subject-specific content through ESP in a Geography teaching programme: An action research story in Argentina....
  • Basturkmen, H. (2019). ESP teacher education needs. Language Teaching, 52(3), 318-330. https://doi.org/10.1017/S0261444817000398
  • Benevene, P., De Stasio, S., & Fiorilli, C. (2020). Well-being of school teachers in their work environment. Frontiers in Psychology,...
  • Bhatia, V. K. (2017). Critical genre analysis: Investigating interdiscursive performance in professional communication. Routledge.
  • Burns, A. (2009). Doing action research in English language teaching: A guide for practitioners. Routledge.
  • Burns, A. (2019). Action research in English language teaching: Contributions and recent developments. In X. Gao (Ed.), Second handbook of...
  • Caplan, N. A., & Johns, A. (2022). Essential actions for academic writing: A genre-based approach. University of Michigan Press.
  • Ceramella, N., & Lee, E. (2008). Cambridge English for the media. Cambridge University Press.
  • Chang, H. (2013). Individual and collaborative autoethnography as method. In S. Holman Jones, T. E. Adams & C. Ellis (Eds.), Handbook...
  • Chen, T. Y. (2000). Self-training for ESP through action research. English for Specific Purposes, 19(4), 389-402.
  • Davies, T. (2013). Incorporating creativity into teachers practice and self-concept of professional identity. Journal of Educational Change,...
  • Day, C. (2012). New lives of teachers. Teacher Education Quarterly, 39(1), 7-26. https://www.jstor. org/stable/23479560
  • Derakhshan, A., Karimpour, S., & Nazari, M. (2023). “Most of us are not feeling well”: exploring Iranian EAP practitioners’ emotions and...
  • Derakhshan, A., Setiawan, S., & Ghafouri, M. (2024). Modeling the interplay of Indonesian and Iranian EFL teachers’ apprehension, resilience,...
  • Diert-Boté, I., & Moncada-Comas, B. (2023). Analyzing EMI lecturer perceptions about the Self: Insights into their identities and self-concepts....
  • Flowerdew, L. (2010). Devising and implementing a business proposal module: Constraints and compromises. English for Specific Purposes, 29(2),...
  • Flowerdew, L. (2020). The academic literacies approach to scholarly writing: a view through the lens of the ESP/Genre approach. Studies in...
  • Gollin-Kies, S., Hall, D.R., & Moore, S.H. (2015). Language for Specific Purposes. Palgrave Macmillan.
  • Hyland, K. (2007). Genre pedagogy: Language, literacy and L2 writing instruction. Journal of Second Language Writing, 16(3), 148-164. https://doi.org/10.1016/j.jslw.2007.07.005
  • Hyland, K. (2024). Genre-based instruction and corpora. TESOL Quarterly, 58(3), 1227-1234. https://doi.org/10.1002/tesq.3273
  • Hyon, S. (2018). Introducing genre and English for Specific Purposes. Routledge.
  • Jin, J., Mercer, S., Babic, S., & Mairitsch, A. (2021). Understanding the ecology of foreign language teacher wellbeing. In K. Budzińska...
  • Kemmis, S., McTaggart, R., & Nixon, R. (2014). The action research planner: Doing critical participatory action research. Springer. https://doi.org/10.1007/978-981-4560-67-2
  • Korthagen, F. (2009). Professional learning from within. Studying Teacher Education, 5(2), 195-199. https://doi.org/10.1080/17425960903306955
  • Krippendorff, K. (2004). Content analysis: An introduction to its methodology (2nd ed.). Sage.
  • Krueger, R. A. (1994). Focus groups: A practical guide for applied research. Sage.
  • Lyu, E. (2021). Teaching ESP as a process of socialization into disciplinary and professional culture. In T. Mammadova (Ed.), Cultural diversity...
  • MacIntyre, P. D., Ross, J., Talbot, K., Mercer, S., Gregersen, T., & Banga, C. A. (2019). Stressors, personality and wellbeing among language...
  • Mancho-Barés, G., & Aguilar-Pérez, M. (2020). EMI lecturers’ practices in correcting English: Resources for language teaching? Journal...
  • Mancho-Barés, G., & Arnó-Macià, E. (2017). EMI lecturer training programmes and academic literacies: A critical insight from ESP. ESP...
  • McCallum, F., & Price, D. (2016). Nurturing wellbeing development in education: From little things, big things grow. Routledge.
  • Meihami, H., & Werbińska, D. (2022). Role of action research in ESP teachers’ professional identity development. Journal of Research...
  • Mercer, S. (2015). Dynamics of the self: A multilevel nested systems approach. In Z. Dörnyei, P. D. MacIntyre & A. Henry (Eds.), Motivational...
  • Mercer, S. (2020). The wellbeing of language teachers in the private sector: An ecological perspective. Language Teaching Research, 27, 1054-1077....
  • Mercer, S. (2021). An agenda for well-being in ELT: An ecological perspective. ELT Journal, 75(1), 14- 21. https://doi.org/10.1093/elt/ccaa062
  • Moncada-Comas, B., & Diert-Boté, I. (2022). Good practices in ESP: The interplay between technology and interaction through multimodality...
  • Mousavi, M. A., Hemmati, F., & Ghasemzadeh, R. (2024). Exploring Iranian ESP instructors’ immunity: General English instructors vs. content...
  • Muncey, T. (2010). Creating autoethnographies. Sage.
  • Nazari, O., Atai, M. R., & Birjandi, P. (2020). An investigation into Iranian EAP teachers’ burnout and its variations in relation to...
  • Nesi, H., & Gardner, S. (2012). Families of genres of assessed writing. In H. Nesi & S. Gardner (Eds.), Genres across the disciplines:...
  • Oxford, R. L. (2016). Toward a psychology of wellbeing for language learners: The “EMPATHICS” vision. In T. Gregersen, P. MacIntyre &...
  • Pine, G. J. (2009). Teacher action research: Building knowledge democracies. Sage. https:// doi.org/10.4135/9781452275079
  • Sarmanová, J., & Kostolányová, K. (2015). Adaptive e-learning: From theory to practice. ICTE Journal, 4(4), 34-47.
  • Seligman, M. E. (2011). Flourish: A visionary new understanding of happiness and well-being. Simon & Schuster.
  • Van Lier, L. (1997). Approaches to observation in classroom research: Observation from an ecological perspective. TESOL Quarterly, 31(4),...
  • Wang, Y., Derakhshan, A., & Azari Noughabi, M. (2024). The interplay of EFL teachers’ immunity, work engagement, and psychological well-being:...
  • Wang, Y., Derakhshan, A., & Pan, Z. (2022). Positioning an agenda on a loving pedagogy in second language acquisition: Conceptualization,...
  • Zhang, Z., & Chan, E. (2017). Current research and practice in teaching disciplinary literacies. ESP Today, 5(2), 132-147. https://doi.org/10....