Prompting Metacognition: Using Prompt Writing as a Language Task and Metacognitive Tool in ELT

Generative Artificial Intelligence (GenAI) tools have made their way into English Language Teaching (ELT) contexts, yet their pedagogical value remains contested. While many learners engage with GenAI primarily as a quick hack for producing answers, fewer use it as a resource for reflective language learning. This study explores prompt writing as a language learning task that supports both language development and metacognitive awareness. The study was conducted with a target group of pre-seminary, tertiary-level learners with mixed linguistic proficiency. Over the course of four instructional sessions, the study used a classroom-based action research design. Learners engaged in cycles of prompt drafting, GenAI-generated responses, peer discussion, and prompt refinement. Classroom observations, learner reflections, and group discussions were used to gather qualitative insights. The findings indicate measurable improvement in learners’ autonomy, as learners became aware of how lexical choices shape meaning, along with increased engagement, teamwork, and reflective thinking. The study argues that prompt writing, when treated as a language task rather than a technical skill, can function as a practical tool for fostering metacognition in ELT classrooms.