ENHANCING CRITICAL THINKING IN EFL WRITING THROUGH AI TOOLS: PEDAGOGICAL POTENTIALS AND IMPLEMENTATION CHALLENGES

Abstract

This study investigates pedagogical potentials and implementation challenges associated with the integration of artificial intelligence (AI)-powered tools in fostering critical thinking skills among English as a Foreign Language (EFL) learners in the context of academic writing. A mixed-methods research design was adopted, incorporating quantitative data from structured questionnaires administered to a sample of 40 EFL students, complemented by qualitative insights gathered through semi-structured interviews with 8 EFL instructors affiliated with the Department of Foreign Languages at two Universities; one in Saudi Arabia and the other in Pakistan. The findings reveal that both learners and instructors generally perceive AI-driven writing tools as promising facilitators for enhancing critical thinking in EFL writing tasks. However, concerns were also raised regarding potential drawbacks, notably students' excessive dependence on AI technologies and the limited adaptability of current tools to individual learning needs. These limitations underscore the necessity for further empirical investigations aimed at optimizing the pedagogical integration of AI in language education while addressing its inherent constraints.