Effects of prompt instruction on EFL learners’ willingness to communicate with generative AI and peers in a human–GAI–human learning cycle

Abstract Recent advances in generative artificial intelligence (GAI) have attracted increasing attention as an alternative interlocutor to promote willingness to communicate (WTC) in a second language (L2). However, learners’ ability to benefit from AI-mediated interaction partly depends on their capacity to formulate effective prompts, while systematic instruction in prompting strategies remains limited. Rather than replacing peer communication, GAI may function as a preparatory resource that supports learners in building confidence before engaging with classmates. The present study investigates prompt-guided human–GAI–human learning, an instructional approach that integrates GAI interaction into communicative learning cycles. Specifically, the study examines whether prompt instruction, compared with self-directed GAI use, enhances learners’ WTC with voice-enabled GAI during task preparation and with peers during subsequent discussions. Eighty first-year university EFL students were assigned to either a prompt-instruction condition or a self-directed GAI-use condition. Over six weeks, both groups completed weekly oral discussion tasks following a human–GAI–human sequence. WTC questionnaires were administered at three time points, and reflective accounts were collected to examine learners’ perceived influences on communication. Both groups showed increases in WTC over time, while prompt instruction was associated with higher overall WTC with GAI. However, prompt instruction did not significantly alter the trajectory of WTC development. The overall increase in WTC with peers across both groups suggests that AI-supported preparation may facilitate learners’ communicative readiness for subsequent peer interaction. These findings highlight the pedagogical value of prompt-guided human–GAI–human learning for supporting L2 communication.