Pedagogical Restructuring of Business Communication Courses: AI-Enhanced Prompt Engineering in an EFL Teaching Context

ChatGPT represents a significant advancement in the field of EFL teaching pedagogy, offering both challenges and opportunities for redefining student interactions with AI chatbots and reshaping expectations for various assignments. This chapter explores the potential of utilizing prompt engineering as a methodology, in conjunction with Google search, to establish innovative approaches to foreign language education, similar to the strategies employed in language instruction. The aim is to foster critical thinking and assessment while using ChatGPT, with a focus on content authoring, the development of critical reasoning skills, and document production. In this chapter, we delve into a case study centered on project-based language learning within a business communication course tailored for EFL pedagogy. The primary objective is to investigate how prompt engineering can cultivate an entrepreneurial mindset in students, resulting in document production as a natural byproduct of critical business thinking and problem-solving. The emphasis shifts away from simply teaching the mechanics of language for technical and business reports and documents. Instead, it centers on guiding students to pose pertinent questions and construct logical layers of argumentation leading to the intended document as the final outcome. While our case study focuses on business communication, the principles of engagement discussed here can be extrapolated to various domains and diverse logical reasoning contexts.