Rewriting the Curriculum: Integrating AI Prompt Engineering into EFL Writing Instruction

Abstract

The rapid integration of generative AI tools into educational environments has created an urgent need to reconceptualize traditional writing instruction, particularly within English as a Foreign Language (EFL) curriculum. This study proposes and evaluates a pedagogical framework for teaching AI prompt engineering as a distinct and essential genre of academic writing. Conducted at Alamein International University with (28) EFL students from diverse academic disciplines, the research implemented a three-session instructional module embedded within an Academic Writing course. Using a mixed-methods design, quantitative data from pre- and post-tests were evaluated using a comprehensive prompt-writing rubric, while qualitative insights were gathered through student reflections and interviews. Results demonstrated statistically significant improvements in students' abilities to craft clear, specific, and purposeful prompts, with particularly strong gains in task specificity and clarity. Thematic analysis revealed a fundamental shift in students' perceptions of AI - from passive tool to collaborative writing partner - along with enhanced metalinguistic awareness and rhetorical competence. The study concludes that prompt engineering should be formally integrated into EFL writing instruction to cultivate essential digital-age literacy skills. It advocates for curriculum innovation that effectively bridges traditional composition pedagogy with the emerging demands of AI-mediated communication, preparing students for successful academic and professional communication in increasingly AI-enhanced environments. Keywords: ESP, AI prompt engineering, EFL writing instruction, generative AI, academic writing, prompt-based pedagogy, sociocultural theory, genre awareness, curriculum design