Students’ perceptions of a scientific writing course: SFL Genre Pedagogy in an EFL context

Genre approaches to teaching have long been applied improve students’ skills, and their effect has usually assessed by looking into productions. In this work, we examine perceptions of the implementation a genre-based writing course that incorporated tasks developed Reading Learn Pedagogy (R2LP) (Rose & Martin, 2008) for Scientific Research Articles (SRA) in an EFL context. A scientific English was offered 8 weeks on weekly basis researchers Ph.D. students Argentina. They were asked answer surveys after every class once finished. Surveys analysed considering ATTITUDE System Appraisal (Martin White, 2005), polarity entities evaluated. Joint Detailed reading frequently evaluated positively, mainly terms usefulness. Negatively appraised include contents exercises, which perceived as “difficult”. Our evidence suggests SRA through R2LP context is effective. More precisely, teacher-guided activities jointly carried out with found be most useful, making them suitable highly specialised audience like one participated study.