English is increasingly reinforcing its worldwide well-established position as facilitator of cross-cultural communication. This status has enhanced the use of English as a medium of instruction (EMI) in European universities. As a result, a deeper understanding of all the elements participating and converging in the teaching–learning process (T-L) in EMI settings seems necessary and beneficial in tertiary settings. One of these elements is pedagogical genres and their perceived use, utility, and efficiency as teaching/learning tools in EMI contexts. This study aims to explore, from the learners’ perspective, the incidence and perceived usefulness of different pedagogical genres at play both in Economics and Engineering courses taught in English. By means of a questionnaire created ad hoc to be responded to by non-native English students from Economics and Engineering degrees, both descriptive and comparative results (statistically-generated and focused on significance) were obtained as regards, for instance, those pedagogical genres that students may find more problematic or less useful in their teaching–learning process. These results, which include a series of specific pedagogical suggestions, may serve to reconsider the actual usefulness or adequacy of some genres with the final objective of better adapting their use to real students’ needs and demands.
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