Learning English as a second language is a great challenge for non-English background students. It is not a natural language acquisition as seen in first language learning. Learners have to depend on various learning resources to ensure success. These resources include interacting with native English speakers, effective teaching methods, appropriate technology and the ability of the learners to manage their learning. The development of genre theory (eg. Francis Christie, Jim Martin, Ruqaiya Hasan) has made a great contribution to language and literacy education, particularly in Australia. This is an interventionist approach to literacy education. Literacy learning is not always an effortless process but it can be an up-hill battle for many learners. Genre is seen as the way culture carries out its transaction and communication. Knowledge is conveyed through different genres determined by culture. However, though the application of research on genre analysis and development has recently made a positive impact on the ESL field (English as a Second Language), the application of genre theory on computer assisted learning for ESL students is still at a preliminary stage. This paper will critically examine the educational link between genre analysis and computer assisted learning and on this basis it will explore ways of developing software which is based on genre analysis to help ESL students learn scientific genres. It will enhance the learning of academic English, particularly scientific genres, by non-English speaking background students. For many ESL students in particular and all tertiary students in general, the language of science is an essential aspect of understanding science.
