Description
Abstract
This chapter reports the results of an interview study which explored what English for Academic Purposes (EAP) tutors know about generative Artificial Intelligence (AI) and how it might be deployed to support teaching and assessment when working with international students for whom English is a second language. Eleven tutors (9 male, 2 female) working in the UK participated in the study. The tutors who participated in the interviews were curious about generative AI and had spent much time exploring its capabilities. They suggested that generative AI raises fundamental questions about assessment and what it means to study at an English medium university, particularly, the role of language proficiency. Concerning assessment, they reported that the focus of policies had shifted from plagiarism to authorship. While several tutors recognized some ways in which generative AI might be deployed to support students for whom English is a second language, it was felt that assessment policies needed to be clarified before these new practices could be adopted.