생성형 AI 활용 영어 콘텐츠 제작 수업에서 프롬프트 리터러시의 발현 양상에 대한 질적 연구
An Exploratory Study on the Emergence of Prompt Literacy in an English Content Creation Class Using Generative AI
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The Journal of Studies in Language 00.0, 000-000. The main purpose of this study is to examine how EFL students develop and manifest a newly emerging concept of prompt literacy when interacting with generative AI(GenAI). Specifically, 43 undergraduate students participated in a project-based learning task that explored the sociocultural meanings and variations of English words or expressions by creating webtoons, short videos, or web pages with a help of GenAI. This study examined the whole process of their exploration, design and production, and sharing, enhanced by interactions with GenAI, peers, and the instructor. Though an in-depth analysis of qualitative date of students’ reflections and creation logs, this study examines how they conceptualized prompt literacy through two dimensions: ‘little p’ (micro and foundational level) and ‘Big P’ (macro and integrative level). Findings reveal that the ‘little p’ dimension involves skills of writing, reading, iteration, structuring, clarify, and contextual adjustment, while the ‘Big P’ dimension includes collaborative engagement, emergent creativity, multimodality, critical analysis, and ethical responsibility. More importantly, these two dimensions are interconnected and mutually complementary. Based on these findings, this study sheds new light on a dual model of prompt literacy and highlights the pedagogical importance of fostering cyclical development of foundational and integrative prompt literacy.
Abstract
The Journal of Studies in Language 00.0, 000-000. The main purpose of this study is to examine how EFL students develop and manifest a newly emerging concept of prompt literacy when interacting with generative AI(GenAI). Specifically, 43 undergraduate students participated in a project-based learning task that explored the sociocultural meanings and variations of English words or expressions by creating webtoons, short videos, or web pages with a help of GenAI. This study examined the whole process of their exploration, design and production, and sharing, enhanced by interactions with GenAI, peers, and the instructor. Though an in-depth analysis of qualitative date of students’ reflections and creation logs, this study examines how they conceptualized prompt literacy through two dimensions: ‘little p’ (micro and foundational level) and ‘Big P’ (macro and integrative level). Findings reveal that the ‘little p’ dimension involves skills of writing, reading, iteration, structuring, clarify, and contextual adjustment, while the ‘Big P’ dimension includes collaborative engagement, emergent creativity, multimodality, critical analysis, and ethical responsibility. More importantly, these two dimensions are interconnected and mutually complementary. Based on these findings, this study sheds new light on a dual model of prompt literacy and highlights the pedagogical importance of fostering cyclical development of foundational and integrative prompt literacy.