










































Teaching Technique 
 

Allessandra Elisabeth dos Santos, Research Group Vice-Leader: Technologies, Education, and Applied 
Linguistics (TECLA/CNPq), Universidade Federal de Sergipe, Brazil; email bethparis25@gmail.com.  
 

Optimizing AI Text Generators for 
Multilingual Learners: The Art of 
Crafting Effective Prompts 

GATESOL Journal 
2025, Vol. 34(1), pp. 35–43 

doi:10.52242/gatesol.193 
ISSN: 2331-6845 

 

 
Allessandra Elisabeth dos Santos 
Universidade Federal de Sergipe 
 
 

Abstract 
The transformative role of Generative Artificial Intelligence (GenAI) in language learning has 
shifted perspectives on the concept of writing. The challenges of writing are uniquely 
complex, encompassing a range of cognitive, cultural, and emotional dimensions. This article 
explores the crucial role of prompt engineering in leveraging the potential of GenAI platforms 
as a scaffolding strategy for writing with a focus on multilingual learners. By showcasing 
practical applications and examples, this teaching technique underscores the significance of 
well-structured prompts in providing scaffolding to support writing as a social practice, based 
on the Prompt Creation Reference Chart (dos Santos et al., 2025).  
 
Keywords 
Generative artificial intelligence (GenAI), prompt engineering, scaffolding, writing, 
multilingual learners 

 
Introduction 
Generative Artificial Intelligence (GenAI) occupies a prominent position in the contemporary 
landscape of technological advancements impacting societal contexts, including education. The 
transformative capacity of AI text generators in language learning has shifted perspectives on the 
concept of writing (dos Santos, 2024). The prior advent of digital technologies, which broadened 
the scope of literacy to encompass diverse multimodal forms – visual, auditory, and textual 
elements, has influenced this shift (Casanave, 2020). This expansion of literacy perspectives 
enriches learning experiences and challenges traditional educational frameworks. 

The challenges of writing are uniquely complex, encompassing a range of cognitive, 
cultural, and emotional dimensions (Casanave, 2018, 2020; Boa Sorte et al., 2021; Russell-Pinson 
& Harris, 2019). Specifically, writing anxiety impacts writing ability since it can affect the 
brainstorming of ideas and can lead to writer’s block (Wern & Rahmat, 2021). The introduction 
of AI-powered tools such as ChatGPT has significantly altered second language (L2) writing 
pedagogies by automating and enhancing the writing process, offering new methods for student 
engagement and learning (Yan, 2023). GenAI can be a powerful ally, providing tailored support 
through customized prompts that guide learners in navigating writing challenges (dos Santos et 
al., 2025). This article explores the crucial role of prompt engineering in leveraging GenAI 
platforms as a scaffolding strategy for writing, with a focus on multilingual learners (MLs). By 
showcasing practical applications and examples, this teaching technique underscores the 
significance of developing well-structured prompts to provide scaffolding to support writing as a 
social practice.  
 
 

mailto:bethparis25@gmail.com


36 GATESOL Journal 34(1)  
 

ChatGPT: Applications in Language Learning and Education 
AI text generators, of which ChatGPT is one example, can offer educators opportunities to develop 
higher levels of critical thinking by identifying and applying creative strategies for their integration 
(dos Santos et al., 2023). Educators can use ChatGPT to create study plans tailored to each student's 
needs, allowing for more effective and efficient learning (Skrabut, 2023). AI text generators1 can 
assist in generating questions that promote critical thinking and active engagement. GenAI 
platforms can help educators develop rubrics for assessing assignments, ensuring consistent 
grading. Teachers can employ ChatGPT to create realistic problem scenarios and case studies, 
providing students with practical applications of theoretical knowledge, thus preparing them for 
real-world challenges.  
 
ChatGPT: Ethics and Implications   
The utilization of GenAI in education presents opportunities and challenges. While students may 
benefit from improved writing efficiency, significant academic integrity concerns have surfaced 
(Jarrah et al., 2023; Yan, 2023). These include potential threats to traditional learning paradigms 
and the necessity to revisit plagiarism definitions in an AI-dominated era. Additionally, AI tools 
like ChatGPT pose ethical challenges in academia, especially in research and publishing. 
Reviewers and editors struggle to distinguish AI-generated content from original work, raising 
concerns about biases or misconduct like data fabrication (Casal & Kessler, 2023).  

Given these ethical challenges, it is important to discuss AI text generators’ impact on 
authorship, creativity, and plagiarism (Boa Sorte et al., 2021). There is a need to integrate clear 
guidelines into curricula to promote the ethical usage of AI tools, while acknowledging their 
limitations and biases. Such integration is crucial for maintaining educational value and fostering 
an environment that supports innovation and ethical responsibility (Yan, 2023). 
 
Practical Applications of AI Text Generators as a Scaffolding Strategy for Writing 
In writing instruction for MLs, scaffolding is crucial (de Oliveira & Jones, 2023). By building on 
learners’ existing knowledge and progressively increasing task complexity, scaffolding enhances 
L2 writing skills. Scaffolding includes guided practice, tailored feedback, and demonstrations of 
writing strategies through modeling, with explicit guidance gradually decreasing as learners' 
competence and confidence grow. When effectively employed, scaffolding can promote linguistic 
accuracy and integrate writing as a critical social practice. It equips learners to convey complex 
ideas and engage with diverse tasks across genres and disciplines, preparing them to navigate and 
contribute to various social contexts through skillful communication. Modern pedagogical 
frameworks can incorporate AI tools like ChatGPT and QuillBot, adapting traditional scaffolding 
to enhance interaction and personalized learning (Duncanson, 2024; Barrot, 2023). 
 
Teaching Example  
In this ninth-grade English Language Arts (ELA) class, students strengthen argument-based 
writing skills by producing 250 to 500-word book reviews. The students’ goal is to persuade peers 
to read the book they reviewed, part of their reading project. The task aligns with the ‘argue’ Key 
Language Use in the WIDA framework (WIDA, 2020, p. 219), requiring well-supported 
arguments with robust evidence and reasoning. This cognitive load can be challenging and may 

 
1 “AI text generators” refers to a variety of text-based GenAI platforms (rather than other forms of GenAI such as 
music, images, or code). ChatGPT is one such example and is the platform used for the teaching technique 
illustrated. 



Dos Santos 37 
 

trigger emotional reactions such as anguish and anxiety, especially when learners struggle with 
abstract thinking or articulating ideas (Casanave, 2018; Russell-Pinson & Harris, 2019). To 
address these cognitive and emotional challenges, learners are encouraged to collaborate in pairs 
or small groups, using ChatGPT as a resource. The collaboration is structured into five steps, 
described below. 
 

Step One: Initial Exploration of Prompt Writing and ChatGPT’s Responses. Students 
are encouraged to explore ChatGPT freely by writing prompts and discussing the outputs. For 
instance, one student’s prompt, “Write a review about the book [Title]”, lacks specific information 
(e.g., background, detailed characteristics of the task) and exemplifies unethical use of this 
platform since it bypasses the intellectual effort involved in writing, including critical analysis and 
creativity. Another student tried the prompt “How can I write a book review?” ChatGPT’s response 
was an extensive 14-step guide in bullet-point format, which can be overwhelming for some 
students because of the excessive amount of information. Nevertheless, the output provided 
general insights and some initial characteristics of a scaffolding strategy for writing. These human-
AI interactions highlight the need for additional guidance to help students overcome writing 
challenges with ChatGPT.  
 

Step Two: Introducing the Prompt Creation Reference Chart. The teacher facilitates a 
discussion about the important role of prompt engineering in leveraging the potential of GenAI 
platforms. The teacher presents the Prompt Creation Reference Chart (dos Santos et al., 2025), a 
tool that enables learners to customize well-structured prompts to generate outputs that serve as 
scaffolding during writing.  

The Prompt Creation Reference Chart (see Figure 1) consists of three essential elements 
for the engineering of a well-structured, effective initial prompt: author, request, and purpose. The 
chart further describes each element as “(1) the prompt’s author: background information, (2) the 
main characteristics of the request: design, target audience, and theme, (3) and the purpose of the 
prompt: what the prompt is for, what the user wants to achieve” (dos Santos et al., 2025, p. 17).  
 

Step Three: Completing the Prompt Creation Reference Chart. Following the structure 
of the Prompt Creation Reference Chart, students can include the necessary descriptive 
information related to each of the three elements (see Figure 1). The teacher guides students 
through the chart completion process by eliciting information based on the format of the 
assignment. 
 

Step Four: Crafting the Prompt Following the Prompt Creation Reference Chart. 
With the importance of the teacher-to-student gradual release of responsibility in mind, the teacher 
modeled writing a ChatGPT prompt. The teacher used the chart as a guide, resulting in the 
following prompt (see Figure 2). 

 
  



38 GATESOL Journal 34(1)  
 

Figure 1 
Prompt Creation Reference Chart (Adapted from dos Santos et al., 2025) 
 

 

Figure 2 
Creating a Customized Prompt  

 



Dos Santos 39 
 

The selection of three colors aids in visually understanding prompt engineering. Upon 
analyzing the color-highlighted segments, it becomes apparent that the elements author and 
request are straightforward, boosting students’ confidence to begin writing their own prompts. 
However, the purpose element is pivotal in employing GenAI ethically as a scaffolding technique. 
At this point, educators should raise students’ awareness about ethical and purpose-driven 
questions directing the writing of prompts: “What is my prompt for?” and “What do I want to 
achieve with it?” These replace command-based prompts like “Write a review about the book 
[Title],” a misuse of GenAI in education settings, emphasizing the need for ethical modeling in 
human-AI interactions.  
 

Step Five: Discussing ChatGPT’s Response. Unlike the general guide created from the 
prompt “How can I write a book review?,” ChatGPT generated a structured set of instructions for 
composing a book review tailored for ninth-grade students. ChatGPT meticulously segments the 
review process into distinct parts, guiding students during the writing of the review. These 
include an introduction with a catchy title, a concise summary that avoids spoilers, character 
analysis, and themes (see Figure 3).  
 
Figure 3 
ChatGPT Output (OpenAI, 2023) 

 
 
 
 
 
 



40 GATESOL Journal 34(1)  
 

 

 



Dos Santos 41 
 

 
 

Continuing with the review process, the guidance covers writing style, emotional impact, 
and a persuasive conclusion. Each section is equipped with precise word count limits and strategic 
advice, such as incorporating personal reflections, notable quotes, and comparisons to familiar 
works, enhancing both the engagement and analytical depth of the review. This structured 
guidance simplifies the writing task by encouraging critical thinking and effective communication 
among students. 
 
Conclusion 
This article demonstrates how GenAI can be used as a scaffolding strategy for MLs writing a 
persuasive book review assignment, and how prompt engineering can encourage students to 
engage critically with writing. Although planned with an ELA ninth-grade context in mind, the 
recommendations in this paper are transferable across other subjects, school grade levels, and 
higher education, supporting MLs as they navigate cognitive and emotional challenges in writing. 

The Prompt Creation Reference Chart (dos Santos et al., 2025) highlights key 
characteristics—author, request, and purpose—that guide the creation of structured prompts. 
These prompts scaffold MLs’ writing by breaking down the process into manageable steps, 
fostering ethical GenAI engagement, and enhancing AI response efficacy. Integrating GenAI 
supports various writing stages (Barrot, 2023; Duncanson, 2024; Yan, 2023), from idea generation 
to content structuring and grammar refinement, creating an adaptive and personalized learning 
environment. This approach maintains learner engagement through interactive feedback and 
fosters independence as GenAI gradually adjusts the support level based on learner progress. The 
adoption of structured prompts guides students in interacting with AI text generators, building their 
confidence and autonomy in writing. 
 
  



42 GATESOL Journal 34(1)  
 

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____________________________________________________________________________ 
 

Received: February 2, 2024 | Accepted: May 2, 2025 | Published: October 2025 

https://doi.org/10.1007/s10639-023-11742-4

	GATESOL Journal
	Optimizing AI Text Generators for Multilingual Learners: The Art of Crafting Effective Prompts
	2025, Vol. 34(1), pp. 35–43
	doi:10.52242/gatesol.193
	ISSN: 2331-6845

