Critical thinking in the age of generative AI: Effects of a short-term experiential learning intervention on EFL learners

The integration of generative AI tools such as ChatGPT has transformed English as a Foreign Language (EFL) education, offering new opportunities for supporting writing, research, and critical inquiry. However, unguided use of AI may foster cognitive passivity and over-reliance, highlighting the need...

Ful tanımlama

Kaydedildi:

Detaylı Bibliyografya
Asıl Yazarlar:	Ngô, Công Lem, Nguyễn, Tất Thắng, Nguyễn, Hoàng Nhật Khanh
Materyal Türü:	Contribution to journal
Dil:	English
Baskı/Yayın Bilgisi:	2025
Konular:	chatgpt critical thinking experiential learning intervention vietnam
Online Erişim:	https://scholar.dlu.edu.vn/handle/123456789/4728
Etiketler:	Etiketle Etiket eklenmemiş, İlk siz ekleyin!

Thư viện lưu trữ:	Thư viện Trường Đại học Đà Lạt

id	oai:scholar.dlu.edu.vn:123456789-4728
record_format	dspace
spelling	oai:scholar.dlu.edu.vn:123456789-47282025-06-01T14:57:58Z Critical thinking in the age of generative AI: Effects of a short-term experiential learning intervention on EFL learners Ngô, Công Lem Nguyễn, Tất Thắng Nguyễn, Hoàng Nhật Khanh chatgpt critical thinking experiential learning intervention intervention vietnam The integration of generative AI tools such as ChatGPT has transformed English as a Foreign Language (EFL) education, offering new opportunities for supporting writing, research, and critical inquiry. However, unguided use of AI may foster cognitive passivity and over-reliance, highlighting the need for targeted pedagogical interventions. Grounded in experiential learning theory, this quasiexperimental study, employing a pretest–posttest control group design, evaluated the effectiveness of a 90-minute workshop, the Critical AI Engagement Cycle, in enhancing EFL learners’ critical thinking skills when using ChatGPT. Despite the short duration, the workshop included multiple scaffolded activities designed to stimulate immediate critical reflection. Seventy-two undergraduate and graduate students at a Vietnamese public university participated, with 38 assigned to the experimental group and 34 to the control group. Participants were selected using convenience sampling based on course enrollment and availability. Pre- and post-test results demonstrated statistically significant improvements in overall critical thinking and each of the four subdomains— analytical skills, logical reasoning, evidence evaluation, and open-mindedness—among participants in the experimental group. Notably, the consistent and large effect sizes across all critical thinking subdomains (Cohen’s d = 0.94 to 1.23) underscore the robust impact of the intervention. The experimental group significantly outperformed the control group in post-intervention critical thinking scores, even after controlling for pretest scores, gender, prior AI knowledge, and AI skill level, as confirmed by ANCOVA analyses. The results suggest that even brief, theoretically grounded interventions can significantly enhance critical thinking skills in AI-mediated EFL environments. These findings underscore the importance of evidence-informed practices and highlight the need for explicit critical thinking training to ensure sustainable and responsible educational practices in the age of generative AI. 1–21 2025-06-01T10:08:48Z 2025-06-01T10:08:48Z 2025-05 Contribution to journal Bài báo đăng trên tạp chí thuộc SCOPUS, bao gồm book chapter https://scholar.dlu.edu.vn/handle/123456789/4728 10.58304/ijts.250522 en Nâng Cao Nhận Thức và Tư Duy Phản Biện của Giảng viên và Sinh Viên Đại Đọc Về Việc Sử Dụng AI Tạo Sinh: Một Nghiên Cứu Thử Nghiệm International Journal of TESOL Studies 632-6779 1153/QĐ-ĐHĐL
institution	Thư viện Trường Đại học Đà Lạt
collection	Thư viện số
language	English
topic	chatgpt critical thinking experiential learning intervention intervention vietnam
spellingShingle	chatgpt critical thinking experiential learning intervention intervention vietnam Ngô, Công Lem Nguyễn, Tất Thắng Nguyễn, Hoàng Nhật Khanh Critical thinking in the age of generative AI: Effects of a short-term experiential learning intervention on EFL learners
description	The integration of generative AI tools such as ChatGPT has transformed English as a Foreign Language (EFL) education, offering new opportunities for supporting writing, research, and critical inquiry. However, unguided use of AI may foster cognitive passivity and over-reliance, highlighting the need for targeted pedagogical interventions. Grounded in experiential learning theory, this quasiexperimental study, employing a pretest–posttest control group design, evaluated the effectiveness of a 90-minute workshop, the Critical AI Engagement Cycle, in enhancing EFL learners’ critical thinking skills when using ChatGPT. Despite the short duration, the workshop included multiple scaffolded activities designed to stimulate immediate critical reflection. Seventy-two undergraduate and graduate students at a Vietnamese public university participated, with 38 assigned to the experimental group and 34 to the control group. Participants were selected using convenience sampling based on course enrollment and availability. Pre- and post-test results demonstrated statistically significant improvements in overall critical thinking and each of the four subdomains— analytical skills, logical reasoning, evidence evaluation, and open-mindedness—among participants in the experimental group. Notably, the consistent and large effect sizes across all critical thinking subdomains (Cohen’s d = 0.94 to 1.23) underscore the robust impact of the intervention. The experimental group significantly outperformed the control group in post-intervention critical thinking scores, even after controlling for pretest scores, gender, prior AI knowledge, and AI skill level, as confirmed by ANCOVA analyses. The results suggest that even brief, theoretically grounded interventions can significantly enhance critical thinking skills in AI-mediated EFL environments. These findings underscore the importance of evidence-informed practices and highlight the need for explicit critical thinking training to ensure sustainable and responsible educational practices in the age of generative AI.
format	Contribution to journal
author	Ngô, Công Lem Nguyễn, Tất Thắng Nguyễn, Hoàng Nhật Khanh
author_facet	Ngô, Công Lem Nguyễn, Tất Thắng Nguyễn, Hoàng Nhật Khanh
author_sort	Ngô, Công Lem
title	Critical thinking in the age of generative AI: Effects of a short-term experiential learning intervention on EFL learners
title_short	Critical thinking in the age of generative AI: Effects of a short-term experiential learning intervention on EFL learners
title_full	Critical thinking in the age of generative AI: Effects of a short-term experiential learning intervention on EFL learners
title_fullStr	Critical thinking in the age of generative AI: Effects of a short-term experiential learning intervention on EFL learners
title_full_unstemmed	Critical thinking in the age of generative AI: Effects of a short-term experiential learning intervention on EFL learners
title_sort	critical thinking in the age of generative ai: effects of a short-term experiential learning intervention on efl learners
publishDate	2025
url	https://scholar.dlu.edu.vn/handle/123456789/4728
_version_	1845408443678064640

Critical thinking in the age of generative AI: Effects of a short-term experiential learning intervention on EFL learners

Benzer Materyaller