Speaker
Description
The increasing use of generative artificial intelligence (AI) in English as a Foreign Language (EFL) classrooms has created a need for students to develop AI prompt literacy-the ability to design, refine, and evaluate prompts to obtain meaningful and reliable AI responses. However, limited research has examined how teachers understand and support the development of this competence in speaking instruction. Drawing on teacher cognition research (Borg, 2003) and the Technological Pedagogical Content Knowledge (TPACK) framework (Mishra & Koehler, 2006), this qualitative multiple-case study explored how five purposively selected EFL teachers conceptualized and enacted AI prompt literacy in AI-supported speaking activities over one semester. Data were collected through semi-structured interviews, classroom observations, instructional materials, and reflective interviews. Findings suggest that teachers’ understandings ranged from a functional focus on task efficiency to a more pedagogical focus on supporting speaking development, while explicit attention to critical issues such as AI limitations and bias was limited. Communicative fluency was often prioritized over systematic development of critical AI awareness. Some gaps were also observed between teachers’ stated beliefs and classroom practices. The study outlines a tentative three-level characterization of AI-TPACK and discusses implications for teacher education in AI-integrated language classrooms.
Key words:
AI prompt literacy; teacher cognition; TPACK; AI-supported speaking instruction; EFL
classrooms
