The significance of writing in language learning and development is undeniable and this is recognised globally. Among Malaysian secondary school students, the recognition of subpar performance, especially in English essay writing, highlights the need for a comprehensive reassessment of teaching methods. This study's primary goal is to investigate the influence of ‘training Malaysian ESL students in applying process-genre writing knowledge and strategies, particularly’ within the context of narrative essays. The focus is on evaluating the efficiency of process-genre-oriented writing instruction in enhancing students' proficiency in organizing and developing content, critical aspects of proficient essay writing. The research design employed in this study is quasi-experimental, encompassing both a pre-test and post-test. Thirty students from a Form Four class in a suburban secondary school engaged in process-genre-oriented writing practices over a 10-week period. The research aims to shed light on the benefits of incorporating process-genre writing approaches into Malaysian ESL classrooms and their subsequent impact on students' writing skills. The findings indicate a positive impact of the process-genre approach on students' writing skills.