Critical thinking in the AI era: An exploration of EFL students’ perceptions, benefits, and limitations

Abstract

This study aimed to provide an in-depth understanding of English as a Foreign Language (EFL) students’ perceptions concerning both the benefits and limitations of Artificial Intelligence (AI) in the context of critical thinking. Utilizing a qualitative research design that focuses on case studies and employs semi-structured interviews, seven master’s degree students from two different Indonesian universities were purposively selected for the sample. The findings revealed a complex view of critical thinking that involves questioning norms, analyzing context, and evaluating evidence. Students acknowledged AI’s utility in enriching various facets of critical thinking, such as academic research and theory scrutiny. However, concerns were also raised about AI’s limitations, including lack of personalization, potential for echo chambers, and difficulties in nuanced understanding. The study concludes that AI can be an asset in the development of critical thinking skills, but with caveats that require careful management. A balanced approach that capitalizes on AI’s strengths while being aware of its limitations is necessary for cultivating robust critical thinking abilities among EFL students. Limitations of the study include its reliance on self-reported data, which may introduce biases, and the heterogeneity in the participants’ backgrounds, affecting generalizability. Future research may consider more objective measures such as observations or psychometric tests, and investigate pedagogical methods for integrating critical thinking and AI applications effectively.

Keywords:

• critical thinking
• AI era
• EFL students
• perceptions
• benefits

PUBLIC INTEREST STATEMENT

This research explores English as a Foreign Language (EFL) students’ views on Artificial Intelligence’s (AI) role in enhancing critical thinking. Interviews with seven master’s students from Indonesian universities revealed that while AI is seen as beneficial for tasks like research and theory analysis, concerns about its limitations, such as lack of personalization and difficulty in nuanced understanding, also emerged. The findings suggest that AI can be a valuable tool in developing critical thinking skills, provided its use is balanced and its limitations are well-managed. This study is particularly relevant for educators and policymakers in language education, highlighting the need for a thoughtful integration of AI in teaching methodologies. It also opens up discussions for future research on optimizing AI’s role in language learning.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Supplementary material

Supplemental data for this article can be accessed online at https://doi.org/10.1080/2331186X.2023.2290342

Correction

This article has been corrected with minor changes. These changes do not impact the academic content of the article.

Additional information

Funding

The work was supported by the Lembaga Pengelola Dana Pendidikan [B3172022010713122459].

Notes on contributors

Darwin

Darwin, a doctoral student at Universitas Negeri Malang, Indonesia, is majoring in English Language Education. His research interests revolve around critical thinking, technology in education, and reading comprehension strategies.

Diyenti Rusdin

Diyenti Rusdin is a faculty member of the English Language Education Study Program at Universitas Madako Tolitoli, Indonesia. Her research interests encompass Communicative Language Teaching, academic writing, and strategies in English as a Foreign Language (EFL).

Marzuki

Marzuki, serving as a faculty member in the English Language Education Study program at Universitas Madako Tolitoli, Indonesia, brings a diverse array of research interests and specializations to his role. His expertise lies in technology-enhanced language teaching, strategies for Teaching English as a Foreign Language (TEFL), and the nuances of academic writing. These interests underline his dedication to incorporating contemporary technological advancements into language education, investigating efficacious teaching methods, and enriching academic literature through his scholarly contributions.