Empowering Language Learners’ Critical Thinking: Evaluating ChatGPT’s Role in English Course Implementation
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Abstract
This study investigates the influence of ChatGPT on critical thinking and English language learning within Ukrainian university English departments. Utilizing qualitative and quantitative methods, it involved 31 students and three language instructors in surveys and ChatGPT-assisted project-based activities. The significance of this study lies in its potential to guide the integration of AI tools in educational contexts, particularly in language learning. By examining the benefits and challenges of using ChatGPT, the study provides insights into how AI can support or hinder language learning and critical thinking. This is particularly relevant in the context of rapidly evolving educational technologies and the increasing use of AI in academic settings. In the spring semester of 2023, a research study was carried out involving students participating in a project-based activity using ChatGPT. The study comprised two main phases: initial survey, project completion, and evaluation. Quantitatively, it was found that 62% of students use ChatGPT weekly, underlining its role in their language studies. The results showed varied perspectives on its efficacy, especially in critical thinking, English skills development, and ethical considerations. Ethical and pedagogical issues were also significant, including concerns about the authenticity of AI responses, plagiarism risks, and AI dependency. Nevertheless, the potential advantages of ChatGPT, such as immediate language support and the promotion of learner independence, were acknowledged by students. The research concludes by recommending a careful integration of AI in language education.
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Carefully scaffolded tasks and modeling of critical questioning helped students see AI as a thinking partner rather than an answer provider.
“Lastly, the importance of carefully scaffolded tasks and modeling of critical questioning helped students see AI as a thinking partner rather than an answer provider [72], positioning AI more than as a tool as a pedagogical partner [97].”
From A Systematic Literature Review on the Pedagogical Implications and Impact of GenAI on Students' Critical Thinking (2026) · cites this paper as [72]
The Qualitative Findings (p. 8) say students saw ChatGPT as a supplementary aid that cannot replace human judgment, and the Discussion (p. 10) emphasizes teachers’ role in fostering critical discussions. The paper does not report that carefully scaffolded tasks or modeled critical questioning caused students to shift from seeing AI as an answer provider to seeing it as a thinking partner. (LLM, conf=0.83)
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Cited by
Sorted by citations
Wang, J., & Fan, W. (2025) · Humanities and Social Sciences Communications · doi:10.1057/s41599-025-04787-y · Cited by 322 · see citing works
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- Authors
- Avsheniuk, N., Lutsenko, O., Svyrydiuk, T., & Seminikhyna, N.
- Affiliations
- Taras Shevchenko National University of Kyiv (UA)
- Venue
- Arab World English Journal
- Publisher
- AWEJ Publishing
- Published
- 2024-04-24
- Volume
- 1
- Issue
- 1
- Pages
- 210-224
- ISSN
- 2229-9327 (ISSN-L)
- OpenAlex
- W4394993614
- Cited by
- 31
- References
- 24
- Citations by year
- 2026: 11 · 2025: 12 · 2024: 8
- FWCI
- 11.66
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Locations
- Arab World English Journal (publishedVersion)
- SocArXiv (OSF Preprints) (submittedVersion, cc-by-nd)
- Topics
- Physical Sciences › Computer Science › Information Systems › Artificial Intelligence in Education
- Physical Sciences › Computer Science › Information Systems › English Language Learning and Teaching
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Keywords
- ChatGPT, critical thinking, English language learning, artificial intelligence in language teaching, project-based learning, university English courses, AI dependency, plagiarism, learner autonomy, AI ethics in education
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