<![CDATA[This qualitative descriptive study examined the communicative functions of student-generated prompts in written ChatGPT-4-assisted role-play among third-semester EFL students. Fifteen third-semester students enrolled in the English Language Education Study Program at Sanata Dharma University, Indonesia, were selected through purposive sampling. The primary dataset consisted of transcripts of written role-play conversations; an open-ended reflective questionnaire was planned as a supplementary source. An analysis of selected conversational turns identified seven prompt functions: relational, self-disclosure, topic development, exploratory, affective support, reflective, and closing. The excerpts indicate that students used prompts to participate in simulated dialogue and influenced subsequent AI-generated turns. Requests for reasons and clarification illustrated inquiry-oriented actions, whereas contextually linked follow-up questions illustrated interactional continuity. These findings illustrate how student-generated prompts organize the initiation, continuation, and closure of AI-mediated written interactions.]]>
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