Using Genre-Based Tasks to Develop EAP Students’ Disciplinary Writing

This study examines the effectiveness of genre-based tasks in improving disciplinary writing skills among ۸۵ undergraduate English for Academic Purposes (EAP) students across TEFL students over one academic semester. Utilizing a genre-based instructional approach, students completed writing tasks modeled on specific academic genres. At the end of the intervention, a structured questionnaire measured students’ perceptions of the tasks' impact on their writing development, gathering qualitative data on genre awareness, writing confidence, and academic performance. Results showed that genre-based tasks enhanced students' understanding of discipline-specific conventions and improved their ability to organize and present ideas effectively. Additionally, students reported increased confidence and motivation in their academic writing. These findings highlight the value of genre-based pedagogy in EAP programs, suggesting that aligning task design with disciplinary genres can better equip students for writing demands in their fields. The study discusses implications for curriculum design and future research.

کلیدواژه ها:

English for academic purposes ، genre-based tasks ، disciplinary writing ، academic writing ، genre awareness