Korean Engineering Graduate Students’ Perspectives on ESP Genre Pedagogy in Research Article Writing

This study explores Korean engineering graduate students’ perspectives on English for Specific Purposes (ESP) genre pedagogy in an English as a Foreign Language (EFL) context, focusing on a learner group underrepresented in genre pedagogy research. While genre instruction has been widely studied, little research has examined how EFL engineering students engage with specific pedagogical components. This study investigates the perceived benefits and challenges of a 15-week academic writing course designed to enhance genre awareness and writing practices. Based on a needs analysis of 36 students, the course incorporated model paper analysis, group discussions, self-annotated writing, and teacher feedback to support research article (RA) writing. Data from student interviews, a survey questionnaire, and reflection notes were analyzed to assess students’ engagement with the pedagogy. Findings indicate that students valued hands-on writing and teacher feedback but faced challenges in selecting model papers and participating in interdisciplinary discussions due to technical complexity, restrictive paper selection criteria, and disciplinary differences in rhetorical organization and terminology. The study underscores the importance of developing localized ESP genre pedagogy that addresses the linguistic and disciplinary needs of EFL learners in technical fields, offering practical implications for enhancing ESP writing instruction in similar academic contexts.