Generative AI as a Tool for Cultivating Critical Thinking in the EFL Classroom

Abstract

Abstract This article explores the integration of Artificial Intelligence (AI) into English as a Foreign Language (EFL) instruction as a means to cultivate critical thinking skills among learners. Grounded in socio-cognitive and constructivist frameworks, the paper examines how AI-powered tools, such as chatbots, automated feedback systems, and intelligent tutoring platforms can promote analytical reasoning, inference, and metacognition in learners. Drawing on recent empirical research and classroom-based studies, the article identifies practical strategies for incorporating generative AI technologies into designing EFL activities. Particular emphasis is placed on AI-mediated dialogues and AI-supported peer review as pedagogical interventions that stimulate higher-order thinking. In parallel, the article addresses key ethical considerations, including algorithmic bias, data privacy, and the potential of overreliance on AI at the expense of learner autonomy and creativity. The paper concludes by underscoring the evolving role of educators and the need for AI literacy to ensure that AI serves as a transformative, yet critically managed, tool in language education.

Ähnliche Arbeiten