Abstract
The use of GenAI by higher education (HE) students may not surprise anyone now. However, English for Academic Purposes (EAP) University Teachers' perspectives about their students' use of GenAI and their own application of these tools in their classes at tertiary education in Peru remains understudied. Therefore, this paper explores, through two semi-structured interviews, EAP teachers' attitudes and beliefs about GenAI use by their students in online English Composition courses, within an English Medium of Instruction (EMI) program, at a private university in Lima, and what possible obstacles these teachers may face in implementing GenAI-enhanced activities in said courses. The findings suggest that GenAI in EAP courses is a relevant, mostly troubling, and still unresolved issue in teachers’ minds. In addition, four obstacles prevented implementation of Gen AI-enhanced activities in online English Composition courses: a) Irrelevant teacher training, b) GenAI implementation procedures are still unclear, c) Aggravating context, and d) Lack of GenAI policies. The paper concludes that specialized teacher training and critical AI literacy courses for students are an urgent matter in HE institution curricula in Peru. Second, GenAI policies should have a multilateral, bottom-up approach and be developed at the department level by stakeholders (teachers and students); and avoid one-fits-all mindsets.