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Prompt Engineering Literacy as a Multidimensional Communication Competency: Implications for English Language Teaching among Engineering Students
Subject area: Arts, Social Sciences and Humanities · Area of research: English Language teaching
DOI: https://doi.org/10.64388/IREV10I1-1719519
Abstract
The rapid advancement of generative Artificial Intelligence (AI) has transformed higher education, creating new demands for effective human-AI communication. This study conceptualises Prompt Engineering Literacy (PEL) as a multidimensional communication competency encompassing prompt-writing proficiency, critical questioning, linguistic accuracy, digital literacy, contextual awareness, and AI-mediated communication. Although prompt engineering has received considerable attention in computer science, its pedagogical relevance within English Language Teaching (ELT), particularly for engineering students, remains underexplored. Grounded in constructivist learning, communicative language teaching, and digital literacy frameworks, the study proposes a quantitative model to examine the influence of prompt engineering literacy on English communication competence, technical writing, problem-solving, and workplace communication readiness. The study argues that integrating prompt engineering literacy into ELT can foster critical thinking, learner autonomy, and effective AI interaction while enhancing employability skills. The findings are expected to inform curriculum development by positioning prompt engineering literacy as a contemporary communication competency essential for engineering graduates in AI-driven academic and professional environments.
Keywords
Artificial Intelligence, Prompt Engineering Literacy, communication competency, ELT.
References
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How to cite this paper
@article{1719519,
author = {Dr. Arthi Manoharan, Siva Prathesha S},
title = {Prompt Engineering Literacy as a Multidimensional Communication Competency: Implications for English Language Teaching among Engineering Students},
journal = {Iconic Research And Engineering Journals},
year = {2026},
volume = {10},
number = {1},
pages = {646-650},
issn = {2456-8880},
url = {https://www.irejournals.com/formatedpaper/1719519.pdf},
abstract = {The rapid advancement of generative Artificial Intelligence (AI) has transformed higher education, creating new demands for effective human-AI communication. This study conceptualises Prompt Engineering Literacy (PEL) as a multidimensional communication competency encompassing prompt-writing proficiency, critical questioning, linguistic accuracy, digital literacy, contextual awareness, and AI-mediated communication. Although prompt engineering has received considerable attention in computer science, its pedagogical relevance within English Language Teaching (ELT), particularly for engineering students, remains underexplored. Grounded in constructivist learning, communicative language teaching, and digital literacy frameworks, the study proposes a quantitative model to examine the influence of prompt engineering literacy on English communication competence, technical writing, problem-solving, and workplace communication readiness. The study argues that integrating prompt engineering literacy into ELT can foster critical thinking, learner autonomy, and effective AI interaction while enhancing employability skills. The findings are expected to inform curriculum development by positioning prompt engineering literacy as a contemporary communication competency essential for engineering graduates in AI-driven academic and professional environments.},
keywords = {Artificial Intelligence, Prompt Engineering Literacy, communication competency, ELT.},
month = {July},
doi = {https://doi.org/10.64388/IREV10I1-1719519}
}