Measuring Teachers’ AI Literacy through ChatGPT Prompt Engineering
DOI:
https://doi.org/10.70091/Atras/vol06no02.4Abstract
While the potential of generative AI in education is widely acknowledged, gaps in educators' AI-specific knowledge and skills pose significant challenges to successful integration. In the Algerian EFL teaching context, this study investigates the relationship between prompt engineering skills and the perceived effectiveness of AI-generated responses, as a subjective measure of teachers’ AI literacy. Understanding this relationship is crucial for informing the development of professional development programs tailored to enhance EFL teachers’ AI literacy and their ability to effectively utilize AI tools in the classroom. Forty-two EFL teachers, recruited through convenience sampling, participated in a prompt engineering task using ChatGPT, followed by a questionnaire assessing their perceptions of AI tools and their self-reported AI literacy. A specially designed rubric evaluated the quality of the teachers' prompts, while a rating scale measured their satisfaction with ChatGPT's responses. The results revealed a moderate positive correlation between prompt quality and the perceived effectiveness of AI-generated outputs. Teachers who crafted clearer, more specific, and strategically structured prompts were more likely to rate ChatGPT’s responses as valuable for EFL instruction. Qualitative analysis of teacher reflections revealed general technological confidence but also uncertainty and a lack of AI-specific literacy. This gap was evident in their difficulties optimizing prompts for desired outcomes and reliance on generalized phrasing. The study highlights the need for targeted professional development initiatives to improve EFL teachers’ AI literacy, thereby empowering them to harness the transformative potential of generative AI in language education.
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