Shadowing Genre-based Pedagogy (GP) for Academic Literacy Aims via Persian Instructions Mapped for Research Articles in English

The present researchers assessed the feasibility of implementing Research Article writing in Iranian ESP settings at undergraduate levels. Through a three-cycle syllabus targeted at including academic literacy practices for ESP classes in an Islamic Azad University in the northeastern parts of Iran, this project was followed among four different disciplines involving Law, Hygiene (2 groups), and Food Science. Through three sequences including 1) Preparation to write, 2) Writing in action sequences via GP approaches and 3) Conferencing final assessment sequences within two successive semesters, the researchers screened challenges of research article teaching through the medium of Persian. Findings designated both negative and positives aspects. On the negative side, strict moves of writing in a research article were so restrictive of the learners genuine thinking processes through their own language. On the positive side, various procedures and techniques related to Genre Pedagogy for instructing essay-writing practices as incorporated into the course in the language that both learners and subject matter teachers knew precluded the discouraging technical terminologies, which could despirit them in the first phases of essay writing practices. In the end, the discussed instances of unpredictable, individualistic experiences that were noticed within targeted Iranian ESP contexts in this study added insightful significance to the nature of recent academic literacy accounts mapped on Genre-pedagogy trends for Iranian contexts.