Keep the Change Alive: Challenges and Chances for EAP Teacher Development Through the CHAT Lens

EAP (English for Academic Purposes) teachers’ professional development remains an underexplored area despite its significance in higher education. This study employs cultural–historical activity theory (CHAT) to analyze the internal and external contradictions within and between EAP teachers’ activity systems and other intersecting educational frameworks. The findings reveal that the marginalization of EAP teachers is rooted in the dominance of general English education, thereby limiting their research capacity and professional identity. High workload, lack of institutional recognition, and the enduring emphasis on learner needs inherited from the ESP tradition further constrain their academic growth. This analysis underscores the necessity of fostering reciprocal connections between EAP teachers and researchers to achieve systemic sustainability. By shifting from a service-oriented approach to an integrated research–teaching model, EAP professionals can reclaim their agency and establish a stronger academic presence. These findings contribute to a broader discussion on EAP teacher empowerment and provide insights into sustainable strategies for their professional development.