Enhancing writing skills through a genre-based approach in O level classrooms in Uganda

Abstract

In this globalized era, communication is essential across all fields, with language as the key tool for interaction. In Uganda, English is both the medium of instruction and a bridge to national and global opportunities. The secondary school English curriculum emphasizes communicative competence and encourages teaching various text types, but it lacks a structured framework to guide students in mastering different genres of writing. This study investigates the role and impact of implementing the Genre-Based Approach (GBA) in a Senior Three English classroom, focusing on its potential to enhance students' writing skills and academic literacy. Using a qualitative research design, including literature review and classroom-based case studies, the study examines how GBA influences students' ability to produce coherent, well-structured texts. Findings suggest that GBA improves genre awareness, writing proficiency, and students' confidence. However, challenges such as inadequate teacher training, limited resources, and curriculum rigidity may hinder full implementation. Addressing these challenges through teacher development, resource provision, and gradual curriculum reform could maximize GBA’s impact. This study offers valuable insights into strengthening writing instruction in Uganda, equipping students with the skills needed for academic success and effective communication in diverse contexts.