This study investigates the relationship between generative artificial intelligence (GenAI), prompt engineering skills, and Asian students’ perceived language barriers and information-seeking behaviors in Western higher education. While GenAI offers tailored language and academic support, its effectiveness depends largely on users’ ability to craft effective prompts. Using survey data from 104 Asian students studying at Western universities, this research employed mediation analysis to test four hypotheses. Results show no significant direct relationship between GenAI use and either perceived language barriers or information-seeking behaviors. However, prompt engineering skills fully mediate the association between GenAI use and perceived language barriers and the association between GenAI use and information-seeking behaviors. These findings highlight that frequent GenAI use alone does not guarantee academic benefits; rather, the educational value of GenAI is realized through skillful and strategic prompting. Practical implications suggest that universities should move beyond general AI literacy workshops and provide structured training in prompt engineering to better equip students for academic success.