This qusi-experimental study investigated the instructional efficacy of genre-based instruction along with humorous texts on Iranian EFL learners' writing performance.Out of 90 participants, 60 EFL male and female students at university level, with the age range of 19-28, based on a standard profeciency test, Preliminary English Test (PET), were selected and randomly assigned into the control and experimental groups. Each group contained 30 students for which a pre-test and post-test were administered. The teaching materials of narrative texts were prepared in a way to conform to the genere-based approach;however, to the experimental group, humorous texts were assigned. The results of the study, based on statistical analysis of One Way ANOVA, indicated that the genre-based+humorous texts methodology had significant effects on the EFL learners' writing performance. It revealed the fact that using genre-based instruction along with humorous texts might be benificial to the English langauge teaching pedagogy.Keywords: genre-based instruction, narrative texts, writing performance, humorous texts, EFL.