The Prompt Learning Model as an Innovative Pedagogical Strategy to Enhance Children’s Activeness and Speaking Fluency
DOI:
https://doi.org/10.59175/pijed.v4i2.802Keywords:
Children’s Speaking Fluency, Innovative Pedagogical Strategy, Prompt Learning Model, Student Activeness, Teacher ScaffoldingAbstract
This study aims to explore the effectiveness of the Prompt Learning Model (PLM) as an innovative pedagogical strategy to enhance children’s activeness and speaking fluency in early and primary education. Using a library research method, twenty international journal articles published between 2021 and 2024 were systematically reviewed and analyzed. The findings reveal that prompt-based instruction—particularly through open-ended questioning, scaffolding dialogue, and role-play prompts—significantly increases learners’ verbal participation, confidence, and fluency. The results also indicate that the success of PLM depends on the type of prompt, delivery agent (teacher, peer, or digital), and implementation fidelity. However, a synthesis of the most recent evidence on the specific components and effectiveness of the integrated Prompt Learning Model is still lacking. The novelty of this study lies in integrating prompt-based learning with digital and adaptive approaches to create dynamic, student-centered communication environments. Practically, this research highlights the importance of teacher training in prompt design and the potential of AI-assisted tools to support language learning. Overall, this study contributes to strengthening theoretical and practical understandings of prompt learning as a sustainable approach to developing children’s communicative competence.
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