ESP Teachers’ Perceptions of Generative AI in University ESP Writing Instruction between Technophobia and Technophilia

Abstract

This qualitative phenomenological study examines how ESP instructors perceive and integrate Generative AI (GenAI) into university writing instruction, with a focus on the affective, social, and institutional factors that shape their practices. Data were collected through asynchronous, semi-structured, written interviews with 24 English for Specific Purposes (ESP) teachers working in Egyptian higher education contexts and analyzed using thematic analysis. The findings indicate that teachers’ engagement with GenAI is not uniform, ranging from technophilic to technophobic orientations, reflecting both enthusiasm for its pedagogical potential and concerns about its implications. Key mediating factors include collegial influence, student expectations, and unclear institutional policies. While participants reported perceived benefits such as enhanced teaching efficacy, diversified writing instruction, and opportunities for professional development, these were accompanied by concerns related to ethics, student overreliance, and the impact on writing authenticity. The study suggests that the integration of GenAI in ESP writing pedagogy is shaped by context-dependent and socially negotiated factors, highlighting the need for clearer institutional guidelines and targeted professional support to facilitate its effective use.