Learning German from a Prompt-Based Perspective

The integration of Generative Artificial Intelligence (GenAI) in language education raises questions about learners’ interaction with AI during meaning-making processes. This qualitative study, conducted in a German as a Foreign Language workshop for upper secondary students, investigates Prompt-Based Learning in AI-supported language production. Analysis of worksheets documenting prompting, output evaluation and reflection shows that human-AI interaction is an iterative process of negotiation, refinement and evaluation. Findings highlight Prompt-Based Learning as a metacognitive framework fostering language learning, critical thinking, collaboration and media literacy.