Abstract: In contrast to relatively well-researched area of EAP course design and written research genre, spoken research genre such as conference presentations (CPs) seems to have attracted scant attention from Chinese EAP practitioners. Few practice-based programmes are available to bolster EAP learners in their oral communications in academic settings. Relevant empirical studies are also missing in the scholarship. The current study has intended to look into this uncharted area and translate some of the insight into the EAP curriculum design or course book writing. Simulated International Conference (SIC) which adopts a communities-of-practice approach and draws on genre theory has been running for three terms. The questionnaire results indicate that the model of CoPs, SIC configuration and topic selection have all been generally acknowledged among participants of the programme as a way to boost EAP learners' generic competence. Gender and disciplinary profile of the participants have no influence upon this acceptance. Their diversified academic level and degree programme explain some of the differences. The current study intends to call for joint effort among EAP teaching practitioners and textbook writers to engage learners in more meaningful and fruitful practices so that they can effectively participate in academic communities as full members.