Prompting as a Language Skill: Gen Z Students’ Use of Generative AI for English Learning

Abstract

There have been novel developments in English language learning in universities through Generative Artificial Intelligence. The Gen Z learners make use of artificial intelligence technologies to get explanations, make up ideas, practise vocabulary, improve their grammar and edit their writing. Research conducted recently has shown that students apply generative AI in different aspects of English language learning, and there are still concerns about its accuracy, dependence and appropriate use. This research explores the phenomenon of prompting as a new language learning skill among Gen Z learners and tries to understand how students form prompts for English language learning activities. The research concentrates on the ability of students to formulate their learning needs in prompts, change them if needed, evaluate the response of the AI and use the suggestions received. Moreover, the study explores the implications of the way prompts are generated on vocabulary acquisition, grammatical competence, writing experience, and autonomy. Thus, prompting should not only be seen as a technical procedure involving interaction with AI but as a form of communication that requires precision, context awareness, reading comprehension, and language choice. Through exploring the role of prompt literacy in the field of AI-aided English language teaching and learning, the study responds to recent debates in this field.