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Reflections on EAP Writing Pedagogy in the Age of Artificial Intelligence
CHEN Jianhong
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DOI:10.17265/1539-8072/2026.04.006
University of Shanghai for Science and Technology, Shanghai, China
In recent years, the rapid development of artificial intelligence (AI), particularly large language models, has fundamentally impacted English for Academic Purposes (EAP) writing. Based on recent empirical studies and theoretical proposals, this paper provides three reflections on EAP writing pedagogy: reconceptualising writing constructs, transforming assessment practices, and developing critical AI literacy as a core pedagogical objective. It concludes that while AI’s potentials can be leveraged legitimately and strategically to enhance teaching and learning, the humanistic values—such as authorial voice, critical thinking, and intellectual integrity—that have long defined EAP writing constructs should be preserved.
artificial intelligence, EAP writing, writing constructs, assessment practices, critical AI literacy
CHEN Jianhong. Reflections on EAP Writing Pedagogy in the Age of Artificial Intelligence. Sino-US English Teaching, July-Aug. 2026, Vol. 23, No. 7-8, 176-179 doi:10.17265/1539-8072/2026.04.006
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