Why AI Literacy Matters in EAP:
Lessons from Engineering Students' Homework Practices
The rapid proliferation of generative artificial intelligence (GenAI) in higher education has raised urgent questions about AI literacy and its integration into disciplinary curricula. This study examines how engineering students at a Romanian university engaged with GenAI tools when completing English for Academic Purposes (EAP) homework, in a context without institutional guidance, formal training, or clear curricular provisions. Framed within an action research approach, the study draws on student self-reports and survey responses to explore both practices and perceptions. The findings indicate that most students relied on AI tools—particularly ChatGPT—to refine language, clarify ideas, and enhance coherence in their writing. Students generally viewed these tools positively, valuing their contribution to efficiency, comprehension, and preparedness for future professional contexts. However, only limited evidence emerged of more advanced practices such as critical evaluation or iterative prompting. A smaller group preferred to work without AI, motivated by ethical concerns, self-reliance, or scepticism. The study argues for embedding AI literacy into EAP courses to foster equitable access, critical and ethical use, and pedagogical alignment with the evolving technological landscape.
Key words: English for Academic Purposes (EAP), Generative artificial intelligence, AI literacy, Higher education, Action research