Adopting Genre-Based Writing Pedagogy in Japan: Challenges and Possibilities from a Teacher's Perspective

This longitudinal case study explores a language teacher’s experiences and perspectives towards adopting genre-based writing pedagogy. More specifically, the article examines how the teacher dealt with the pedagogy while attempting to improve his English writing teaching in a high school in Japan. The author was involved in the research by providing theoretical input and observing the teacher’s practice in the classroom. Teacher interviews and teacher journals were collected. It was found that year-long support changed the teacher’s attitude towards genre-based literacy pedagogy. It was also identified that there were difficulties in adopting the pedagogy in relation to the participant’s teaching environment and the benefits of utilising an artificial intelligence (AI) tool. The AI tool was helpful for the teacher in providing corrective feedback to learners.