Innovation in Language Learning
Prompt Literacy as a Fourth Skill: Integrating AI Interaction into EFL Curricula
Fatima Raheem Abdul Hussein, University of Misan (Iraq)
Nadia Majeed Hussein, Middle Technical University / Administrative Polytechnic (Iraq)
Nidhal Mahmood Mohammed, University of Misan (Iraq)
Abstract
With the rapid emergence of generative artificial intelligence (AI) as an interactive learning partner, the ability to communicate effectively with AI systems is becoming an essential competence for English as a Foreign Language (EFL) learners. While traditional language education has long emphasized the four core language skills of reading, writing, listening, and speaking, little attention has been given to the strategic formulation of prompts that enable meaningful AI interaction. This conceptual paper introduces prompt literacy as a new pedagogical competence that extends beyond digital literacy and supports learners in designing effective prompts, evaluating AI-generated responses critically, and using AI ethically to achieve academic and communicative objectives. Drawing upon recent developments in applied linguistics, AI-assisted language learning, and digital pedagogy, the paper proposes a pedagogical framework for integrating prompt literacy into EFL curricula through communicative classroom practices. The framework demonstrates how prompt design, response evaluation, AI-human collaboration, and reflective learning can enhance language production, critical thinking, metalinguistic awareness, learner autonomy, and problem-solving skills. The paper also discusses implementation challenges, including teacher preparedness, equitable access to AI technologies, academic integrity, and ethical considerations. Rather than replacing the traditional four language skills, prompt literacy is presented as a complementary competence that strengthens learners’ ability to communicate effectively in AI-mediated environments. The study contributes to current discussions on curriculum innovation by offering practical recommendations for preparing EFL learners to engage confidently, critically, and responsibly with AI technologies in educational and professional contexts.
Keywords: Prompt literacy; Artificial intelligence; EFL; AI-assisted language learning; Curriculum innovation; Digital literacy.
REFERENCES
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