Abstract: This study seeks to point out the contribution of intercultural rhetoric research to the teaching of academic literacy. It indicates that the teaching of academic literacy is an essential part of teaching English for specific purposes. It traces the emergence of English for Specific Purposes (ESP) as a pedagogical approach which became necessary because of oversea students from various countries studying in English-speaking countries. These oversea students speak English as a Second Language (ESL) or speak English as a Foreign Language (EFL). The study indicates how the initial pedagogical approach to ESP instruction could not address the needs of ESL/EFL learners and shows how intercultural research brought about a shift in ESP pedagogy. It is explained that much of ESP is mainly English for Academic Purposes (EAP). The study then demonstrates how IR research findings and recommendations have been applied to the teaching of academic writing. It gives account of EAP instructors who have implemented the recommendations of intercultural rhetoric researchers and have found them useful. It gives some examples of EAP instructors who have confirmed that intercultural rhetoric pedagogical approaches have had positive impact on ES/EFL learners by improving their academic writing skills. The study concludes that intercultural rhetoric research has contributed and continue to contribute to EAP pedagogy in helping ESL/EFL learners to acquire academic writing skills.