Engaging EAP students in the post-generative AI era: Reviving critical thinking

The growing ubiquity and accessibility of generative AI tools for university students has indirectly acted as a powerful catalyst for a broader shift in English for Academic Purposes (EAP). This shift moves away from the previous paradigm, which placed greater emphasis on mechanical skills (e.g., paraphrasing and citation), toward a stronger focus on criticality. In the context of a first-semester undergraduate academic English course at a university in Hong Kong, this transition has already begun, prompting significant changes in the syllabus. One notable change has been the introduction of a speaking assessment titled Critical Response to Academic Arguments.

Implemented for the first time, this assessment unexpectedly revealed a lack of critical skills among first-year students, particularly their difficulty in analysing and responding to nuanced academic arguments. The present study examined student verbal responses to arguments within academic texts, which highlighted a lack of holistic awareness and an inability to shift perspectives.

This study underscores the increasing need for EAP courses to tailor syllabus design to engage and empower learners in the post-generative AI era by fostering their critical thinking and argumentation skills. It is argued that a timely and purposeful shift in curriculum focus is not only essential but also urgently required to ensure Academic English courses retain their relevance and value amidst the transformative forces of the post-generative AI era.