This longitudinal case study examines how a non-specialist English for Specific Purposes (ESP) instructor, trained in English education but with limited disciplinary expertise in Bio-Health, designed and refined an ESP course through the integration of generative AI over a three-year period (2023–2025). Using a mixed-methods approach, the study analyzed changes in instructional design practices and student perceptions. Data sources included annual student surveys, instructional materials, and the instructor’s reflective journals. Findings indicate that generative AI functioned as an external cognitive resource that reduced disciplinary content burden and supported instructional decision-making. Over time, instructional focus shifted from compensating for content limitations to structuring learning experiences through AI-supported design decisions, particularly in reading, vocabulary instruction, and project-based learning. Student perceptions of course effectiveness and major relevance increased, with the most positive evaluations following AI-supported project implementation in 2025. These changes are conceptualized as AI-mediated hybrid expertise, referring to professional knowledge in which pedagogical expertise is reconfigured through AI-supported access to disciplinary knowledge.

1. 서론
2. 문헌 연구
    2.1. ESP 교육의 개념과 특성
    2.2. 비전공 ESP 교수자와 교수 전문성
    2.3. AI 기반 ESP 교육 연구 동향
3. 연구 방법
    3.1. 연구 설계
    3.2. 수업 맥락 및 설계 개요
    3.3. 연구 참여자
    3.4. 연구 자료
    3.5. 자료 분석 방법
    3.6. 연구 윤리
4. 연구 결과
    4.1. 설문 분석
    4.2. 연구문제별 분석 결과
5. 논의
    5.1. 생성형 AI 매개 교수설계를 통한 ESP 교수자의 전문성 변화
    5.2. 학습자 요구 기반 커리큘럼 진화와 학습 경험의 정교화
    5.3. AI 매개 프로젝트 기반 ESP 수업의 교육적 함의
    5.4. 연구의 한계
6. 결론
REFERENCES

• 오희정(Associate Professor, Department of General English, Seoul Women’s University, 621 Hwarang-ro, Nowon-gu, Seoul 01797, Korea) | Hee Jeong Oh