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Cited by 13Artificial Intelligence in EducationEducation and Critical Thinking DevelopmentArtificial Intelligence in Healthcare and Education

EFL Students' Perceptions on the Integration of AI in Fostering Critical Thinking Skills

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Hading, Eka Fatmawati, Rustan, Dwi Rezki Hardianto Putra, Ruing, Fentry Hernaningsi·2024·GLENS: Global English Insights Journal
DOI 10.61220/glens.v2i1.466
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Abstract

A developing discussion over the effects of Artificial Intelligence (AI) on students' critical thinking skills has emerged with their introduction into the classroom. Even if AI can provide several advantages, some worries depending too much on these technologies could impede the growth of critical thinking abilities. This research aims to analyze how students perceive the influence of AI on their critical thinking abilities. This research is descriptive qualitative research that involves collecting data from direct interviews. The respondents are 15 (fifteen) students from the English Literature study program, Letter Faculty, Sawerigading University Makassar. The research found that students perceive the following impact of AI use on their critical thinking abilities: 1) Hindering the development of critical thinking skills. 2) Assisting in the retrieval of information, data analysis, and the resolution of everyday issues. 3) Causing dependence on technology. 4) Helping to evaluate the information quickly; 5) Exploring alternative ideas; and 6) Improving reasoning ability. Overall, we need to balance the use of AI while prioritizing students' critical thinking. It is important to encourage students to use AI responsibly and judiciously, while also emphasizing the importance of critically evaluating the information provided by AI systems.

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  • Interview studies show that functional LLM-CB use was associated with decreased critical thinking, dependence, and reliance.

    “Interview studies show that functional LLM-CB use was associated with decreased critical thinking, dependence, and reliance88,99.”

    From A scoping review on the mental health harms of LLM-based chatbots (2026) · cites this paper as [99]

    The Abstract reports interviews with 15 EFL students who perceived that AI use could hinder critical-thinking development and cause dependence on technology. It does not identify functional LLM-chatbot use specifically, and these are students’ perceptions rather than a measured association with decreased critical thinking. (LLM, conf=0.86)

    Experimental — accuracy not yet measured

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Cited by 13

Research works printed but not linked: 23

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  22. Hading, E. F., Rustan, D. R. H. P., & Ruing, F. H. (2024). EFL Students’ Perceptions on the Integration of AI in Fostering Critical Thinking Skills. GLENS: Global English Insights Journal, 2(1), 1–10. https://doi.org/10.61220/glens.v2i1.466
  23. Vol. 2 No. 1 (2024): GLENS, November 2024

Authors
Hading, E. F., Rustan, D. R. H. P., & Ruing, F. H.
Affiliations
Universitas Sawerigading Makassar (ID)
ORCID
Rustan, Dwi Rezki Hardianto Putra
Venue
GLENS: Global English Insights Journal
Publisher
PT. Global Research Collaboration
Published
2024-11-18
Volume
2
Issue
1
Pages
1-10
ISSN
  • 3026-569X (ISSN-L)
  • 3026-734X
DOI
10.61220/glens.v2i1.466
OpenAlex
W4404181252
Cited by
13
References
0
Citations by year
2026: 7 · 2025: 6
FWCI
4.90
Type
journal article
Language
en
Open access
Licence
Locations
Glens Global English Insights Journal (publishedVersion, cc-by-sa)
Topics
  • Physical Sciences › Computer Science › Information Systems › Artificial Intelligence in Education
  • Social Sciences › Education › Education and Critical Thinking Development
  • Health Sciences › Medicine › Health Informatics › Artificial Intelligence in Healthcare and Education
Keywords
artificial intelligence in education, critical thinking skills, EFL learners, student perceptions, technology dependence, information evaluation, responsible AI use, English literature students

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