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Strategic Prompt Engineering for Enhancing AI-Generated Content in English Language Teaching Empowering EFL Contexts
Abstract
Strategic prompt engineering has emerged as a crucial factor in maximizing the academic potential of AI-generated content in empowering English as a foreign language (EFL) context. This study explored the effectiveness of artificial intelligence (AI) tools guided by prompt design in enhancing language teaching. Data for the quantitative analysis was gathered from 77 EFL teachers across institutions in the Kingdom of Saudi Arabia using a structured questionnaire. The responses were analyzed using IBM's Statistical Package for Social Sciences software. Additionally, semi-structured interviews were conducted with 10 participants using NVivo 15 to obtain qualitative insights. Findings indicated that AI-generated content is viewed as a valuable tool; its efficacy is largely dependent on the teacher's ability to craft and refine prompts that align with specific learning aims. Participants reported an increased engagement, particularly in lesson customization and content variety, and emphasized the need for targeted training in prompt engineering. The research highlighted the need for professional development in prompt design and presented practical implications for integrating AI prompt engineering into EFL instruction.
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