THE ROLE OF GENERATIVE ARTIFICIAL INTELLIGENCE (GENAI) IN DEVELOPING CRITICAL THINKING IN ENGLISH LANGUAGE LEARNING: OPPORTUNITIES AND PEDAGOGICAL CHALLENGES
Aug 2026· Zenodo (CERN European Organization for Nuclear Research)
Abstract
The rapid growth of GenAI has provided with new opportunities to English Language Learning, including personalized language learning, immediate feedback, error correction, writing assistance and explanations. However, the increasing availability of AI-generated content raises essential questions towards students’ critical thinking and independent intellectual engagement. When learners totally agree to AI-generated content without analyzing its relevance, accuracy, appropriateness or limitations, the technology might assists with task completion while limiting possibilities for independent reasoning. This paper analyzes the potential of Generative Artificial Intelligence in order to support critical thinking in English Language Learning and determine pedagogical conditions which may prevent passive reliance on AI-generated content. Based on recent studies on GenAI, critical thinking, EFL education and AI literacy, the paper adopts a conceptual approach so that to examine not only educational opportunities but also cognitive challenges regarding AI-supported learning. Specific focus is given to the role of the students in evaluation of AI-generated responses and to the role of the teachers in developing activities which require reflection, analysis, verification, evaluation and independent decision-making. The paper contends that the educational value of generative artificial intelligence highly depends on how learners interact with the answers rather than its ability to produce quick and sophisticated responses. Therefore, rather than treating AI as an unquestionable source of knowledge, students should be motivated to utilize artificial intelligence tools as an object of critical inquiry. This paper, thus, proposes a pedagogical sequence where AI assistance is followed by critical questioning, verification, reflection and independent judgement. This approach can allow GenAI to function as a cognitive support while remaining the learner’s active role in the learning process. In summary, the study concludes that responsible implementation of generative artificial intelligence into English Language Education demands a change from answer-oriented AI usage toward reflective and critical AI-supported learning. Hence, educators play a vital mediating role in assisting students to develop abilities to implement, question, evaluate and responsibly apply AI-generated content..
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