Exploring the integration of generative AI into EAP academic writing instruction in U.K. higher education

Academic writing pedagogy in the age of generative artificial intelligence (GenAI) is still developing, and English for Academic Purposes (EAP) practitioners are well positioned to develop sound pedagogical approaches grounded in their expertise in language and academic literacies. This study employed an explanatory sequential mixed-methods design to explore GenAI integration into academic writing instruction in U.K. higher education. A survey of forty-five EAP practitioners from twenty-two institutions revealed integration of GenAI in all stages of the academic writing process, most prevalent in planning and revision, with concerns around use for composition. Higher levels of integration correlated with practitioners’ personal use of GenAI, perceived impact on student skills, and discussion with students. Thematic analysis of interviews established critical evaluation of GenAI as a key pedagogical approach, aligned with the British Association of Lecturers of EAP’s Teacher Competency Framework (BALEAP, 2008). Findings highlight a need for institutional support through clear policies and training. This article was published open access under a CC BY-NC-ND licence: https://creativecommons.org/licenses/by-nc-nd/4.0/ .