Accomodating Artificial Intelligence Into English for Specific Purposes

Abstract

The rapid spread of generative Artificial Intelligence (AI), particularly large language model chatbots, poses a serious challenge to traditional pedagogical and assessment practices in higher education, especially in English for Specific Purposes (ESP). This chapter argues that Outcome-Based Education (OBE) and product-focused assessment are increasingly incompatible with AI's ability to generate polished final outputs, thereby threatening academic integrity. Drawing on a mixed-methods study conducted at Moulay Ismail University, Morocco, involving 500 students and 30 ESP professors, the findings reveal tensions between widespread student use of AI and faculty concerns over ethics, misinformation, and professional relevance. In response, the chapter advocates a shift toward Process-Based Learning (PBL), emphasizing learning trajectories, metacognition, and “tasklessness.” This approach repositions AI as a tool for guided reflection and feedback rather than academic misconduct, offering a sustainable, human-centered model for ESP education in the AI era.

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