ABSTRACT Recent developments in Generative Artificial Intelligence (GenAI) technologies have had significant implications for English language education worldwide, opening up new opportunities and challenges. Both researchers and practitioners are increasingly exploring the necessary capabilities that English language learners should possess in relation to GenAI. Prompt literacy, or a combination of multiple capabilities required to engage in dynamic and iterative interaction with GenAI, is often seen as essential because the quality of prompts directly impacts the relevance, accuracy, and creativity of the AI‐generated output. However, little is known about how teachers can scaffold prompt literacy in English language learning contexts where learners have specific needs. This discussion article addresses this gap by exploring how the Four Resources Model of literacy can be used for teaching prompt literacy in language learning contexts, alongside some practical examples that can be used to guide teaching practices.
Tour et al. (2025) studied this question.
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