INTEGRARE IL PROMPT ENGINEERING TRA LE ABILITÀ TRASVERSALI PER L’EDUCAZIONE LINGUISTICA: UNO STUDIO DI CASO

Marco Mezzadri; Mariapaola Paita

doi:10.54103/2037-3597/30456

Autori/Autrici

Marco Mezzadri Università di Parma https://orcid.org/0000-0002-4043-6330
Mariapaola Paita Università di Parma https://orcid.org/0009-0006-8280-0977

DOI:

https://doi.org/10.54103/2037-3597/30456

Abstract

L’integrazione dell’Intelligenza Artificiale Generativa (GAI), e in particolare dei Modelli Linguistici di Grandi Dimensioni (LLM), nell’ambito dell’educazione linguistica non dovrebbe essere limitata a un uso puramente strumentale delle tecnologie basate sull’IA. Al contrario, essa richiede lo sviluppo di competenze comunicative, metacognitive e trasversali (soft skills) al fine di favorire una collaborazione dinamica e sinergica tra esseri umani e intelligenza artificiale. Da questa prospettiva, il presente articolo presenta i risultati di uno studio sperimentale condotto in un contesto di scuola superiore, finalizzato a esplorare le interazioni tra un gruppo di studenti e ChatGPT durante attività progettate per potenziare le competenze di scrittura accademica. La ricerca si concentra sull’analisi delle strategie di prompt adottate dai partecipanti per guidare le loro interazioni con il modello linguistico, indagando in che modo le variazioni nella formulazione e nel raffinamento iterativo dei prompt possano influenzare la qualità del feedback fornito da ChatGPT. Sulla base di tale analisi, lo studio propone un modello operativo di competenze trasversali e digitali — tra cui mediazione, pensiero critico e problem solving — che studenti e docenti dovrebbero sviluppare per promuovere un uso efficace e responsabile degli LLM nell’insegnamento e apprendimento linguistico.

Integrating prompt engineering into the transversal skills for language education: a case study

The implementation of Generative Artificial Intelligence (GAI), and particularly of Large Language Models (LLM), into the field of language education should not be limited to a purely instrumental use of AI-based technologies. Conversely, it requires the development of communicative, metacognitive and soft skills in order to foster a dynamic and synergistic human-AI collaboration. From this perspective, this paper presents the results of an experimental study conducted in a high school context and aimed at exploring the interactions between a group of students and ChatGPT during activities designed to enhance academic writing skills. The research focuses on the analysis of the prompt strategies adopted by participants to guide their interactions with the linguistic model by investigating how variations in the formulation and iterative refinment of prompts can influence the quality of ChatGPT’s feedback. Building on this analysis, the study proposes an operational model of transversal and digital competences, including mediation, critical thinking and problem solving skills, that learners and educators should develop to promote an effective and responsible use of LLMs for language teaching and learning.

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