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All Journal Jurnal Pendidikan Bahasa dan Sastra Indonesia Metalingua Klasikal: Journal of Education, Language Teaching and Science JOLLT Journal of Languages and Language Teaching Panrita: Jurnal Bahasa dan Sastra Daerah serta Pembelajarannya Indonesian Journal of Social and Educational Studies Neologia: Jurnal Bahasa dan Sastra Indonesia Indonesian Research Journal on Education IPTEK: Jurnal Hasil Pengabdian kepada Masyarakat SOCIETIES: Journal of Social Sciences and Humanities E-CLUE Journal of English Culture, Language, Literature and Education Journal of Applied Linguistics and Literature Journal of Multidisciplinary Inquiry in Science, Technology and Educational Research
Jahrir, Andi Sahtiani
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Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemistry Computer Science & IT Economics, Econometrics & Finance Education Energy Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Other

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Journal : JOLLT Journal of Languages and Language Teaching

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Examining the Role of AI-Powered Writing Assistants in Enhancing Critical Thinking In EFL Academic Writing Tahir, Muhammad; Jahrir, Andi Sahtiani; Asrifan, Andi; Ariatna, Ariatna
Journal of Languages and Language Teaching Vol. 13 No. 4 (2025): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i4.15077

Abstract

AI-driven writing assistants in EFL classrooms have revolutionized academic writing pedagogy, offering students immediate feedback on grammar, coherence, and organization. Although AI tools have demonstrated efficacy in improving linguistic precision, their influence on developing critical thinking remains ambiguous, especially among varying competency levels. Current study predominantly emphasizes AI's impact on grammatical corrections, although there is a paucity of knowledge on its effect on higher-order cognitive involvement, including argumentation and reasoning abilities. This study examines the interaction between EFL students and AI feedback, assessing its impact on promoting or obstructing critical thinking. The study reveals that, through examining pre-test and post-test writing evaluations, student reflections, and AI feedback patterns, lower-proficiency students (B1) predominantly depend on AI for superficial adjustments. In contrast, advanced learners (C1) interact with AI-generated ideas more critically. Nonetheless, AI's constraints in assessing argument strength and logical reasoning demonstrate that it cannot entirely supplant human feedback. These findings indicate that AI should be deliberately integrated with teacher support to optimize its advantages while reducing over-dependence. Future studies should investigate AI-human hybrid feedback models to improve language proficiency and critical thinking skills in academic writing.
Co-Authors Abdul Azis Abdul Wahab Adil Ryadi, Rahmat Al Ikhlas, Al Ikhlas Al Qadri, Muh. Ibnu Aminuyati Amiruddin Amiruddin Anas Arfandi Andari, Soetji Arianti, Zulfa Ariatna Asrifan, Andi Atika Novince Azharina, Azharina Feri, Lukman Fitri M, Fitri M Fitriyani, Andi Nurul Jon, Efrina Labesani, Cirtye M Tahir Mahmudah Mahmudah Mayong Miftahul Jannah Mildawati Mildawati Muhammad Basri Muhammad Saleh Muhammad Tahir Novita, Rian NUR AENI Nur Afiat Humaira, Annisa Nurfadilah Nurfadilah Paseru, Melisa Patak, Andi Anto Rahmawati, Rahmawati Rukhmana, Trisna Sakinah Fitri, Sakinah Salam Salam Santi, Den Syahria Syahria Veithzal Rivai Zainal WAHYU MS, WAHYU Widyo, Heru