The Effects of ChatGPT Prompt Engineering Instruction on EFL Writing Performance, Self-Regulation and Self-Efficacy

Authors

  • Yea-Ru Tsai I-Shou University, Kaohsiung, Taiwan

DOI:

https://doi.org/10.33541/jet.v12i3.8717

Keywords:

GenAI, prompt engineering, EFL writing instruction, self-regulation, self-efficacy

Abstract

The integration of generative artificial intelligence (GenAI) into language pedagogy represents a profound shift in English as a Foreign Language (EFL) instruction. This study empirically evaluated the effects of a structured ChatGPT prompt engineering curriculum on EFL undergraduates' writing performance, writing self-regulation, and writing self-efficacy. The participants involved 68 undergraduate EFL students in Taiwan. The experimental group (EG, n = 31) received systematic instruction in GPT prompt engineering writing instruction, while the control group (CG, n = 37) engaged in conventional writing practices with the support of ChatGPT. Data collection included pre- and posttests for writing performance, surveys on self-regulation and self-efficacy. Both groups improved in writing performance; however, the EG significantly outperformed the CG in the posttest. The EG also demonstrated significantly greater increases in writing self-regulation and self-efficacy, particularly in revision, feedback seeking, error correction, and confidence in writing on unfamiliar topics. Open-ended responses further revealed more intentional and self-directed uses of AI. These findings suggest that structured prompt engineering instruction can support EFL learners in using AI strategically and that the pedagogical value of generative AI is not fundamental in access to technology but depends on deliberate instructional scaffolding.

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Published

2026-10-30

Issue

Vol. 12 No. 3 (2026): Journal of English Teaching

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Articles

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