Pre-service EFL teachers’ EAP literacies: A transition to GenAI-based curriculum design
Journal of English for Academic Purposes, cilt.82, 2026 (AHCI, SSCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 82
- Basım Tarihi: 2026
- Doi Numarası: 10.1016/j.jeap.2026.101710
- Dergi Adı: Journal of English for Academic Purposes
- Derginin Tarandığı İndeksler: Arts and Humanities Citation Index (AHCI), Social Sciences Citation Index (SSCI), Scopus, Communication Abstracts, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), MLA - Modern Language Association Database, MLA International Bibliography, EBSCO Communication Source, Academic Search Ultimate (EBSCO), Communication Source (EBSCO), Education Source Ultimate (EBSCO)
- Anahtar Kelimeler: Curriculum development, English for academic purposes, English-medium instruction, Foreign language teacher education, Generative artificial intelligence, Syllabus design
- Kocaeli Üniversitesi Adresli: Evet
Özet
English Medium Instruction (EMI) has increased the demand for English for Academic Purposes (EAP) to foster students' academic language proficiency. However, many instructors continue to rely on General English Proficiency (GEP) approaches, often lacking the discipline-specific knowledge essential for effective EAP instruction. This gap underscores the need to better prepare pre-service language teachers as future EAP practitioners, with emphasis on both linguistic and content-area development. This study investigates the role of Generative AI (GenAI) as a mediator in EAP curriculum design, aiming to enhance pre-service teachers' content knowledge and pedagogical confidence. Using a mixed-methods design, 56 participants completed a pre-test based on the BALEAP Can-Do Framework. No instructional changes occurred during this phase. In the following term, the same course was redesigned to integrate GenAI and align more closely with EAP and EMI demands. Post-tests and follow-up interviews measured changes. Results indicated reported gains in participants’ self-perceived EAP competence, pedagogical awareness, and confidence across all four language skills. Qualitative findings highlighted the value of GenAI in designing field-relevant materials and promoting deeper engagement with disciplinary discourse. Overall, the study illustrates how a GenAI-informed EAP syllabus may help address the persistent language-content divide in EMI settings and support future educators in approaching context-sensitive academic instruction with greater confidence.