English curriculum innovation in an IB school in China : exploring teacher cognition in integrating inquiry-based learning and SFL genre-based pedagogy in EFL classes

Abstract

In the context of curriculum innovation, the International Baccalaureate Middle Years Programme (IB MYP) has gained popularity for its holistic approach, which enhances student engagement and promotes an international mindset. A central component of the IB MYP framework is inquiry-based learning (IBL), designed to foster critical thinking and self-directed learning among students. However, despite widespread adoption, IBL is often criticized for providing insufficient scaffolding and minimal explicit teaching, which can be particularly challenging for English as a Foreign Language (EFL) students with limited language resources. These students frequently struggle to participate effectively in discussions central to IBL. To address these challenges, some researchers propose integrating Systemic Functional Linguistics (SFL) genre-based pedagogy, which emphasizes explicit teaching and focuses on the structures and functions of language in specific contexts. However, existing research on the integration of these two approaches is primarily theoretical, and lacks empirical evidence. Moreover, given teachers' central role in educational change, it is crucial to understand their cognition regarding such reform. Guided by Vygotsky’s sociocultural theory and Engeström’s cultural-historical activity theory (CHAT), this study examines a Chinese EFL teacher’s cognition of IBL, focusing on how she understands the integration of SFL genre-based pedagogy with IBL. Using a qualitative design, the study unfolds in three phases: Phase 1 explores the IB’s conception of inquiry-based foreign language learning; Phase 2 investigates the teacher’s initial understanding of IBL; and Phase 3 involves a collaborative action research (CAR) project to examine how integrating genre pedagogy into IBL affects the teacher’s cognition. Findings from Phase 1 showed that while IBL emphasized active knowledge construction, foreign language teachers struggled to apply theory in practice. Phase 2 highlighted discrepancies between the teacher's cognition of IBL and the IB's expectations, particularly her emphasis on self-directed learning with limited teacher intervention. Phase 3 revealed both progress and challenges during two CAR cycles. In Cycle 1, although students were engaged, cognitive overload and limited explicit instruction—due to the teacher’s misconceptions and heavy workload—hindered learning. In Cycle 2, modeling helped reduce cognitive overload, but time constraints still limited full IBL implementation. Importantly, participation in CAR shifted the teacher’s cognition, especially in recognizing the value of teacher support and concept-driven inquiry. This study contributes to knowledge in three key areas. Theoretically, it advances the understanding of teacher cognition by showing how a teacher’s thinking develops over time through mediated engagement with theoretical concepts, collaborative reflection, and contradictions—framed through sociocultural theory and CHAT. Practically, it offers empirical evidence that integrating genre pedagogy with IBL can enhance student engagement and reduce cognitive overload, providing actionable strategies for EFL teachers implementing curriculum innovation. Methodologically, it demonstrates the value of CAR as an effective framework for capturing belief transformation in context. Together, these findings offer a nuanced, process-oriented account of how teacher cognition shifts during pedagogical reform.