Table of ContentsWhat is EAPEGAP and ESAP ControversyGeneral Comparison of ELT and EAPWhat is EAPEAP, a sub-discipline of ESP, is differentiated from ESP by its emphasis on the development of academic skills that prepare students for academic success and their professional lives (Hyland & Shaw, 2016). Whether in a specific discipline or in an interdisciplinary study context, student needs influence the specificity of an EAP course (Hyland & Shaw, 2016). This brings diversity to the objectives of EAP courses. For example, in an English-speaking country, pre-sessional courses aim to prepare students for higher education by providing them with basic academic skills applicable to all disciplines, such as note-taking, paraphrasing, questioning, writing summaries and reports, etc. (Hyland, 2006; RR Jordan, 2012). Sessional courses are more remedial in nature and may also be credited toward a degree program (Gillett, 1996) or they may target specific or integrated needs of the parallel program (Evans & John, 1998). Say no to plagiarism. Get a tailor-made essay on “Why Violent Video Games Should Not Be Banned”? Get the original essayEAP in the global ESL environment is where students study in English and have high GE skills. The role of an instructor here is to also develop common core study skills (Hyland & Shaw, 2016). Finally, there are countries where certain subjects are taught in English instructions while the rest of the teaching is in the native language such as Arabic. These students have lower English proficiency (A2) and literacy levels than ESL learners and lesson planners should plan accordingly with this position in mind (Evans and John, 1998; de Chazel, 2014). All of the above scenarios determine key aspects of EAP course design (Evans and John, 1998). Contrastive rhetoric and intercultural rhetoric, a recent development, have helped EAP teachers understand how students use certain structures, languages ​​and patterns due to their cultural background. This is, however, a limitation of EAP, as further research into the transfer and influence of cultural and demographic aspects of learners is still in its infancy and requires in-depth study to support students, understand their needs and design courses. This approach would discourage what Ramies (1991) defined as the “butler position” of EAP in institutes (Hyland & Shaw, 2016). EGAP encompasses skills and language common to all disciplines (Hyland, 2006; RR Jordan, 2012). ESAP differs from EGAP in the aspect of specificity which might be particular discursive requirements of a particular discipline and encompasses a variety of English for Specific and Professional Purposes (EOP), such as English for Law , nursing and engineering (Evans and St John, 1998). ; de Chazel, 2014; The argument that there are few differences between generic skills across disciplines and are transferable is valid to some extent. However, the differences between different disciplines are greater than the similarities (Hyland, 2006). For example, the general rules for writing a report are transferred when writing a medical report. However, this still requires teaching elements »..