Effects of Genre-Based Pedagogy on Iranian Medical Researchers’ Discussion Writing Ability

Genre-based pedagogy has gained a lot of attention since the mid-1980s. Genre is defined in relation to the use of language in conventionalized communicative situations. In this research, there was an attempt to scrutinize the effects of genre-based pedagogy on Iranian medical researchers’ discussion writing ability. To examine the formulated hypotheses, A group of 35 subjects were randomly selected from medical researchers in Zanjan and Tehran Universities of Medical Sciences. Both male and female researchers were invited to this study. A within-group pre-test and post-test design was implemented. The instructional procedures went on for four sessions before the posttest was administered. The results of the paired t-test revealed that genre-based pedagogy had a significant effect on the discussion writing ability of Iranian researchers of medical sciences. Ultimately, in a Focus-group interview, the participants contended their expertise in writing significantly increased due to the treatment sessions. Implications of this study may include genre-based pedagogy in the Iranian ESP curriculum.