A COMPARATIVE STUDY OF PROMPT AND CONTEXT ENGINEERING TO ENHANCE ENGLISH LANGUAGE PROFICIENCY

This study explores the comparative value of Prompt Engineering and Context Engineering as strategic approaches in English Language Teaching (ELT) to enhance learners' language proficiency. Prompt Engineering involves crafting specific, targeted cues or inputs to elicit language responses, often used to scaffold language production in writing, speaking, and comprehension tasks (Thompson 52). In contrast, Context Engineering refers to designing authentic, real-world scenarios that naturally stimulate communication and learning by embedding language tasks in meaningful situations (Lin 23). Through a pedagogical and task-based lens, this paper investigates how both approaches independently and collaboratively shape learner engagement, language acquisition, and task outcomes. It further evaluates how Task-Based Language Teaching (TBLT) frameworks can support the integration of prompt and context elements to design more effective and adaptive language tasks (Willis 98). Drawing examples from AI-generated prompts, context-rich speaking simulations, listening comprehension scaffolds, and grammar-vocabulary instruction, the study analyzes the educational effectiveness of each approach. Additionally, the paper addresses the growing influence of technology—particularly artificial intelligence and digital simulation tools—in automating or enhancing both prompt and context engineering (Chapelle 153). It concludes by identifying best practices, challenges, and curriculum implications for ELT educators and syllabus designers, offering practical recommendations for integrating both strategies in diverse classroom settings. This research contributes to the evolving landscape of language education by highlighting how the synergy between prompt specificity and contextual depth can support holistic language proficiency development.