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<p style="text-align: justify;"><span style="font-size: 12pt; font-family: 'Times New Roman', serif;">Process genre approach (PGA), which integrates the strengths and drawbacks of product approach, process approach and genre approach, has long been proved effective in scaffolding EFL writing teaching in culturally divergent contexts. China with the largest EFL learner population worldwide likewise places rising attention to PGA, yielding a body of research findings. However, constrained by language barriers and data permission, the implementation of PGA in EFL writing teaching in China remains an incomplete picture, especially for foreign researchers and practitioners. As such, to fill the research gap, this study conducts a systematic literature review of PGA in EFL writing teaching in China by virtue of Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) framework. Based on three most influential databases in China, namely China National Knowledge Infrastructure, Wanfang Data and CQVIP, 25 articles are identified from core periodicals and then systematically examined in a bid to address the research questions pertaining to research status, research achievements and developmental implications of PGA. In so doing, this study is hoped to provide more valuable references and kindle more insightful ideas for moving this line of research forward.</span></p>

ltrq.2025.49.02.pdf

Review Article

ltrq.2025.49.02.xml

A Systematic Literature Review of Process Genre Approach in EFL Writing Teaching in China: From Theory to Practice