IndexWhat is EAPEGAP and ESAP ControversyGeneral comparison between ELT and EAPWhat is EAPEAP, a sub-discipline of ESP, It differs from ESP in that it focuses on the development of academic skills that prepare students to be successful in their studies and professional life (Hyland & Shaw, 2016). Whether it is a specific discipline or an interdisciplinary studies context, student needs influence the specificity of an EAP course (Hyland & Shaw, 2016). This leads to diversity in the scope of EAP courses. For example, in an English-speaking country pre-sessional courses aim to prepare students for higher studies by providing them with basic academic skills applicable to all disciplines, such as note-taking, paraphrasing, asking questions, writing summaries and reports, etc. . (Hyland, 2006; R.R. Jordan, 2012). In-session courses are more remedial in nature and may also be credited into a graduate program (Gillett, 1996) or may address 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 Shouldn't Be Banned"? Get an Original Essay EAP in the ESL environment globally is where students study in English medium education and have high GE proficiency. An instructor's role here is to also develop common core study skills (Hyland & Shaw, 2016). Finally, countries where some subjects are taught in English medium instruction, but the rest of the education is in the native language such as Arabic. These students have lower English proficiency (A2) and literacy than ESL students, and course planners must plan accordingly with this in mind (Evans & John, 1998; de Chazel, 2014). All of the above scenarios determine key aspects of EAP course design (Evans & 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 backgrounds. However, this is a limitation of the EAP because further research on the transfer and influence of students' cultural and demographic aspects is still at an early stage and requires in-depth study to support students, understand needs and design courses. This approach would discourage what Ramies (1991) called the “butler position” of EAP in institutions (Hyland & Shaw, 2016). Controversy over EGAP and ESAP The EAP subcategories, EGAP, ESAP and EOP, depend on the context and discipline in which they are found. taught. EGAP includes skills and language common to all disciplines (Hyland, 2006; RR Jordan, 2012). ESAP differs from EGAP in the aspect of specificity which may be a special discursive demand of a particular discipline and includes a variety of English for Specific and Professional Purposes (EOP), such as English for law, nursing and engineering ( Evans & St John, 1998 ; Chazel, 2014; The argument that there is little difference between generic and transferable skills is valid to some extent similarities (Hyland, 2006). For example, the general rules for writing a report are carried over when writing a medical report. However, it still requires teaching the discursive features that students specifically need to write a medical report Furthermore, this aspect is also an implication that the"..