Over the past four decades, the instruction of English for Academic Purposes (EAP) has gained much attention from teachers, subject specialists, scholars, and policymakers in search of optimal teaching methods for learners. This search has led to some extensive implications, but it is difficult to arrive at generalized findings because resultant methods are variable according to geographical, historical, and sociopolitical contexts that constrain EAP course design and delivery (Wingate & Tribble, 2012). To address this challenge, this timely publication edited by MacDiarmid and MacDonald (2021) embodies EAP pedagogies through research-informed practice and classroom-based research in English as a Medium of Instruction (EMI) contexts in anglophone and non-anglophone countries to underpin follow-up classroom practice. This review, accordingly, discusses EAP issues under the impact of contextual factors and covers corresponding pedagogies to facilitate learning.