Technology use in English for Academic Purposes (EAP) programmes is seen as a strategy to support pedagogical innovation and intensifying growth in post-secondary international student enrolments. This article discusses government-funded research documenting the largely undefined use of technologies in post-secondary North American EAP programmes. This study surveyed EAP teachers and administrators in over 40 universities and colleges across North America using qualitative and quantitative approaches. Site visits involving classroom observations, interviews with teachers and administrators, student focus groups and student surveys were then conducted to deepen understanding of the affordances of technology-mediated EAP approaches from stakeholder perspectives in situated post-secondary contexts. Findings reveal widespread enthusiasm about emerging technologies to engage learners, develop autonomous learning, instructional pathways and transferable 21st century skills. However, despite this enthusiasm, many participating teachers, administrators and students also expressed critical views towards technology integration. Instructors noted time, lack of pedagogical guidance and vision, inadequate support, and training impacting their actual use and visions of technology use. Participants also revealed a ‘visioning’ dilemma where they had difficulty identifying the potential of emerging technologies that they had no concrete experience with. Findings suggest the need for sound theoretically informed techno-pedagogy in order to support technology integration in EAP. Implications for teacher education, further research and EAP teaching and curriculum design in today’s digital era conclude the article.

中文翻译：

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不是更多的技术而是更有效的技术：检查 EAP 计划中的技术集成状态

学术英语 (EAP) 课程中的技术使用被视为支持教学创新和加强大专国际学生入学率增长的战略。本文讨论了政府资助的研究，这些研究记录了在北美高等教育 EAP 计划中很大程度上未定义的技术使用。本研究使用定性和定量方法调查了北美 40 多所大学和学院的 EAP 教师和管理人员。然后进行了涉及课堂观察、教师和管理人员访谈、学生焦点小组和学生调查的现场访问，以从利益相关者的角度加深对技术介导的 EAP 方法在高等教育背景下的可供性的理解。调查结果显示，人们普遍热衷于利用新兴技术来吸引学习者、开发自主学习、教学途径和可转移的 21 世纪技能。然而，尽管有这种热情，许多参与的教师、管理人员和学生也对技术整合表达了批评意见。教师注意到时间、缺乏教学指导和愿景、支持不足以及培训影响了他们的实际使用和技术使用愿景。参与者还揭示了一个“愿景”困境，即他们难以识别他们没有具体经验的新兴技术的潜力。调查结果表明，为了支持 EAP 中的技术整合，需要有完善的理论指导技术教学法。对教师教育的影响，