<![CDATA[The growing use of Artificial Intelligence (AI) in the academic writing process highlights the importance of Critical Thinking (CT). The research explores how students' levels of CT influence their use of AI tools in academic writing, focusing on 16 students in the English education master's program who have joined a writing community. Using a qualitative method, the research employed a CT test and structured interviews as instruments. Two students achieved the highest score (85), while one student obtained the lowest score (28). The results showed a two-sided attitude towards AI usage. On the positive side, students acknowledge that AI improved their grammar, vocabulary, and idea formation. On the negative side, there were generic responses, a lack of originality, and overdependence on AI tools. Notably, students with higher CT skills tended to use AI more strategically for brainstorming, outlining, and refining content. In contrast, students with lower CT skills relied on AI to generate content holistically and make final-stage revisions. The findings showed that critical thinking plays a mediating role in ensuring the effective use of AI tools in academic writing. The study highlights the integration of CT and AI tools to promote better academic writing products and cognitive engagement.]]>
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