GEN TEFL Journal Volume 9 (30 December 2024) E-ISSN 2520 209X
Prompting Relationship: Using AI for EFL Motivation
Kenta Jingushi, Kansai University, Japan
This study explores effective ways to utilize ChatGPT in English as a Foreign Language (EFL) education, focusing particularly on prompt engineering as a means of unlocking new possibilities for teaching conversational English. Prompt engineering has been recognized as a critical technique for optimizing LLM outputs (Liu et al., 2021), and in the context of language education, it holds the potential to provide tailored and effective instruction based on learners’ needs. However, research on prompt engineering in EFL education remains limited. Building on the theoretical framework of prompt engineering (Reynolds & McDonough, 2021), this study proposes a methodology for designing effective prompts for teaching conversational English using ChatGPT. Through this research, we aim to introduce a new paradigm for AI-assisted language education while addressing its limitations and ultimately contributing to the improvement of EFL learners’ conversational skills. This study provides a solid foundation for understanding the role of prompt engineering in leveraging ChatGPT for effective and motivating EFL instruction. By continuing to investigate the intersection of generative AI and language education, researchers and educators can work towards developing innovative and personalized learning experiences that empower EFL learners to thrive in an increasingly globalized world.
Keywords: motivation, generative AI, ChatGPT, prompt engineering, EFL learners, speaking
This work is licensed under a Creative Commons Attribution 4.0 International License.
Prompting Relationship: Using AI for EFL Motivation
Kenta Jingushi, Kansai University, Japan
This study explores effective ways to utilize ChatGPT in English as a Foreign Language (EFL) education, focusing particularly on prompt engineering as a means of unlocking new possibilities for teaching conversational English. Prompt engineering has been recognized as a critical technique for optimizing LLM outputs (Liu et al., 2021), and in the context of language education, it holds the potential to provide tailored and effective instruction based on learners’ needs. However, research on prompt engineering in EFL education remains limited. Building on the theoretical framework of prompt engineering (Reynolds & McDonough, 2021), this study proposes a methodology for designing effective prompts for teaching conversational English using ChatGPT. Through this research, we aim to introduce a new paradigm for AI-assisted language education while addressing its limitations and ultimately contributing to the improvement of EFL learners’ conversational skills. This study provides a solid foundation for understanding the role of prompt engineering in leveraging ChatGPT for effective and motivating EFL instruction. By continuing to investigate the intersection of generative AI and language education, researchers and educators can work towards developing innovative and personalized learning experiences that empower EFL learners to thrive in an increasingly globalized world.
Keywords: motivation, generative AI, ChatGPT, prompt engineering, EFL learners, speaking
This work is licensed under a Creative Commons Attribution 4.0 International License.
