Supporting genre-based writing instruction in EAP with a blended collaborative learning environment: A case study of a graduate-level EFL academic writing course

This study presents the design and investigates the impact of a genre-based instructional approach, implemented in a blended collaborative learning environment, on English as a Foreign Language (EFL) graduate students' academic writing—particularly their ability to write research article introductions. The 18-week course, grounded in process-genre pedagogy, combined explicit instruction, peer interaction, and both online and offline activities. Data sources included students' initial and revised drafts, a post-course questionnaire, and semi-structured interviews. Findings revealed improvements in students' use of rhetorical moves and specific linguistic features such as tense and discourse-related reporting verbs. Survey and interview responses further demonstrated students’ strong engagement and favorable perceptions of the instructional model. However, limited progress was observed in the application of more advanced features, including modal verbs. The study highlights the value of explicit genre instruction, focused language support, and strategies to build learner confidence. Pedagogical implications and directions for future research are also discussed.