Genre-Based Teaching Versus Traditional Teaching of English as a Second Language in Prathon 7 in Thailand

Document Type

Book Chapter


Nova Science Publishers


Faculty of Community Services, Education and Social Sciences


School of Education




Waugh, R. F., Bowering, M. H., & Torok, S. (2005). Genre-Based teaching versus traditional teaching of English as a second language in Prathon 7 in Thailand. In R. Waugh (Ed.), Frontiers in Educational Psychology (pp. 175-182). New York, NY: Nova Science Publishers. Available here


A system-wide educational change has been introduced in Thailand that requires English as a second language (ESL) to be taught from primary to university level. This study investigates a genre-based method of teaching English to grade 7 secondary students in Thailand. A controlled experiment in teaching reading, involving 90 students from three secondary schools in Ratchaburi, Thailand, was implemented. The students from each school were assigned randomly to an experimental group (45) and a control group (45). The experimental group was taught by using genre-based rhetorical structures (narrative, journalistic, expository), while the control group was taught by a traditional teaching method. A great deal of care was taken to treat the experimental group and the control group the same, in every respect except for the teaching method. Results indicated that the experimental group improved in English reading comprehension, and in attitudes and behaviour, significantly more than the control group.