Teaching English language learners to prompt effectively: examining effects on prompt literacy, AI self-efficacy, and self-directed English learning readiness

Prompt literacy, Artificial Intelligence (AI) self-efficacy and self-directed learning (SDL) are increasingly recognized as essential skills and competencies for learners in the AI era, regardless of discipline. However, developing these key competencies in AI-assisted language learning contexts has received limited scholarly attention. This study examined whether structured instruction in prompt literacy could enhance learners’ prompt literacy, AI self-efficacy (AISE), and self-directed English learning readiness (SDELR) in GenAI-assisted learning contexts. 82 undergraduate English as a Second Language (ESL) learners were randomly assigned to a control group (CG), which received AI-assisted language instruction and an experimental group (EG) that additionally incorporated structured prompt literacy instruction. The results revealed that structured prompt literacy instruction significantly enhanced students’ prompt literacy and AISE. However, there were no marked differences between the two groups in SDELR. The study highlights the value of prompt literacy instruction in AI-based language learning contexts to promote equitable development of digital competencies essential for the AI era alongside language instruction. The findings have important implications for language learners, language educators, teacher educators and researchers.