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

Abstract

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.