Reframing Prompting Competence as a New Direction for CALL in the Age of AI

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  • Salma Habiballah ORCIDLSHA Laboratory, ENS, Sidi Mohamed Ben Abdellah University, Fez, Morocco
  • Khawla TadistEngineering Sciences Laboratory, Polydisciplinary Faculty of Taza, Sidi Mohamed Ben Abdellah University, Taza, Morocco
  • Karima AzaimiLLCIS Laboratory, ENSA, Abdelmalek Essaadi University, Tétouan, Morocco
PDF (backup copy)Official version on IMISTDOI
Journal
Confluence Journal of Multidisciplinary Studies (e-ISSN 3085-5411)
Issue
Vol. 2 No. 4 (2026): Artificial Intelligence in Education
Section
Articles
Pages
75-94
Published
30 October 2026
DOI
https://doi.org/10.34874/PRSM.cjms-vol2iss4.15460
License
Creative Commons Attribution 4.0 International (CC BY 4.0)
Copyright (c) 2026 Salma Habiballah, Khawla Tadist, Karima Azaimi

Abstract

Generative AI is changing language learning and academic writing, leading higher education to choose between resisting AI-mediated writing or adapting curricula to help learners use AI responsibly and effectively. Based on established CALL principles that learning outcomes depend on interaction design, mediation, and learner agency, this paper argues that prompting competence should be seen as a key twenty-first-century communicative skill in AI-mediated settings. It introduces a Prompting Competence Framework (PCF) with six assessable dimensions (intent, contextual grounding, linguistic and rhetorical control, output evaluation and verification, iteration and repair, and ethical responsibility) and a three-phase classroom model (Model, Prompt Studio, Transfer) that makes prompting visible, teachable, and assessable. The paper encourages empirical research on the framework and model across different language skills and contexts.

Keywords

AIAI LiteracyCALLChatGPTGenerative AIPrompt CompetencePrompting Literacy

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