Attitudes Towards a Process, Genre-based Writing Curriculum: Insights from English Education Majors at a Korean University

This study explores university English Education students’ perceptions of a process-oriented, genre-based writing curriculum in South Korea, where genre-based writing research is limited. In an education system focused on rote learning and teacher-centered methods, students often prioritize grammar over other writing components. Findings indicate that students show improved writing confidence, motivation, and communicative abilities. These results highlight the potential of genre-based, collaborative writing approaches to enhance English communication skills, offering valuable insights for both educational institutions and the ESL community.