Authors
- Titova Svetlana V. Dr. Sc. (Pedagogy)
- Temuryan Kristina T.
Annotation
Relevance. The study is motivated by the rapid proliferation of generative artificial intelligence (AI) in education, coupled with a lack of established methodologies for its effective and pedagogically sound application in the context of foreign language teaching. Purpose. The article aims to develop and test a framework of didactic principles for designing educational prompts to facilitate the integration of generative AI into foreign language instruction. Methods. The research methodology integrates a content analysis of contemporary Russian and international literature, a comparative analysis of didactic approaches, and empirical observation of prompt design practices among in-service foreign language teachers who completed professional development courses at the Faculty of Foreign Languages and Area Studies of Lomonosov Moscow State University. Results. The study resulted in the development and validation of a system of interconnected didactic principles based on the adaptation of the CLEAR model to the needs of language education. Empirical evidence confirms that adherence to these principles enables educators to generate methodologically robust outputs using generative AI.
Conclusions. The findings establish a direct correlation between the quality of AI-generated outputs and the precision and pedagogical rationale of the initial prompt. The practical significance of the study lies in providing educators with a concrete toolkit to optimise their interaction with generative AI. The theoretical significance involves a contribution to the conceptual framework of foreign language teaching methodology by identifying and examining a core component of teachers’ neurolinguodidactic competence. The results outline a clear direction for future research and the organisation of foreign language teacher training.
How to link insert
Titova, S. V. & Temuryan, K. T. (2026). PROMPT DESIGN IN LANGUAGE TEACHING: DIDACTIC PRINCIPLES AND METHODOLOGICAL STRATEGIES Bulletin of the Moscow City Pedagogical University. Series "Pedagogy and Psychology", 1 (61), 174. https://doi.org/10.24412/2076-913X-2026-161-174-194
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