This study focuses on the pedagogical applications of structural priming research in an English for academic purposes (EAP) context, investigating whether priming activities are an effective tool for eliciting production of target grammatical structures. University students across four EAP classes carried out a total of 6 information-exchange activities over a 13-week semester. Some students received information-exchange activities that provided models of the target structures (e.g., primes), while other students received activities without any models. Analysis of the students' novel utterances generated from sentence fragments (e.g., prompts) indicated that students who carried out the priming activities produced more target structures following prime sentences than they did in the absence of primes. In addition, students who did priming activities produced significantly more relative clauses and adverbial clauses overall than did students who carried out the activities without models, but there was no difference in their production of passives. Implications and suggestions for instructors interested in incorporating priming activities in L2 classrooms are discussed.