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.