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Description
This study investigates the prompt engineering practices and skills of English-major students of UFLS, UDN using generative AI to assist their learning. It focuses on how students construct and refine prompts, the extent to which they apply prompting techniques to achieve learning objectives, and the challenges and training needs they encounter while interacting with generative AI. A quantitative survey method using a structured questionnaire was employed to collect data from 250 English-major students of UFLS, UDN. The survey covered aspects such as experience with generative AI, prompt construction habits, prompt optimization skills, the ability to evaluate and adjust AI responses, and students' perceptions regarding the role of prompts in enhancing English learning effectiveness. The findings are expected to provide a practical basis for developing curricula on generative AI and prompt engineering, thereby contributing to the enhancement of English-major students' capacity to use AI effectively, responsibly, and appropriately in studying English at universities.
