The Journal of Studies in Language ISSN:1225-4770(Print) 2671-6151(Online) 언어연구

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 the help of GenAI. The study examined the whole process of their exploration, design, and production, and sharing, enhanced by interactions with GenAI, peers, and the instructor. Through an in-depth analysis of qualitative data from students’ reflections and creation logs, this study analyzes 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, clarifying, and contextual adjustment, while the ‘Big P’ dimension includes agentive collaboration, 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 a cyclical development of foundational and integrative prompt literacy.