Integrating prompt writing into EAP curricula: Insights from PhD students’ prompt writing development

Generative AI (GenAI) has been increasingly recognized for its ability to assist students in academic writing, and students can benefit most from these technologies by using well-crafted prompts. This development has introduced a new role for English for Academic Purposes (EAP) teachers: enhancing students' AI literacy. This role involves teaching students how to write effective prompts, critically assess GenAI-generated feedback, and understand the limitations of GenAI. For instructors, particularly those working with PhD students who have varying levels of AI literacy, this can be a challenging task.
While robust studies have discussed EAP teachers' efforts in developing students' AI literacy, there is limited focus on how students can collaboratively enhance this literacy. This study aims to bridge this gap by reporting on the findings of an EAP course for PhD students at a major university in Hong Kong. The course integrated prompt writing into the curriculum by creating a platform for students to share their experiences in leveraging GenAI for academic writing, including crafting prompts.
Both qualitative and quantitative data were gathered for the study. The findings reveal how EAP teachers can foster PhD students' AI literacy through self-directed learning.