Abstract
<jats:title>Abstract</jats:title> <jats:p>English for academic purposes (EAP) can be classified into two main areas: English for study purposes and English for professional academic purposes. EAP courses differ from general English courses by focusing on students' needs in view of the tasks and activities students will be using English for as well as their level of competence, previous learning experiences, and so forth. Key debates in the literature on EAP, which have raised both theoretical and practical issues regarding its essential nature and ability to target students' needs are discussed. EAP pedagogy is informed by research. The five main approaches underpinning EAP research and pedagogy since its inception in the 1960s are outlined: study skills, grammar and vocabulary, discourse/genre, academic literacies, and critical EAP. These five approaches are not necessarily discrete and are sometimes overlapping. In recent years, internationalization/globalization and technologization have had profound impacts on the field. The interface between English as a medium of instruction (EMI) and EAP is assuming increasing importance as well as multimodal and AI literacy.</jats:p>