From Simplicity to Complexity: The Role of Genre Pedagogy in EFL Oral Storytelling

Naservafa, Hamid; Jodairi Pineh, Aiyoub

doi:10.30470/irelc.2026.2082626.1042

From Simplicity to Complexity: The Role of Genre Pedagogy in EFL Oral Storytelling

Document Type : Research Article

Authors

Hamid Naservafa

Aiyoub Jodairi Pineh

Department of English Language and Literature, Faculty of Humanities and Social Sciences, University of Zanjan, Zanjan, Iran

10.30470/irelc.2026.2082626.1042

Abstract

This study explores to what extent a genre-oriented approach impacts the complexity of EFL students’ oral storytelling. Drawing on the Sydney school’s genre-based approach, the study incorporates both macro and micro language features during the teaching and learning processes. Two undergraduate English language classes participated in this study: one received explicit instruction on the linguistic and rhetorical aspects of the English narrative genre, while the other followed a traditional teaching method without such focus. Data comprising students’ monologue presentations were analyzed through a framework grounded in Systemic Functional Linguistics. A random selection of six recordings, three from each group, were transcribed for detailed analysis. Findings from both quantitative and qualitative perspectives revealed that students who were exposed to genre-based instruction produced more fluent and sophisticated spoken narratives, with fewer grammatical errors, pauses, and repetitive patterns in comparison with those who were taught via a traditional method. The findings suggest that integrating genre-specific strategies may be helpful in enhancing spoken English skills in EFL settings.

Keywords

Oral Reproduction of Stories

Genre-based Approach

Narrative Genre

Systemic Functional Linguistics (SFL)

EFL Students

Subjects