"ZAMONAVIY TADQIQOTLAR VA BARQAROR RIVOJLANISH" respublika ilmiy-amaliy konferensiyasi
Developing Critical Thinking Skills among University EFL Students through AI-Assisted Language Learning: A Conceptual Review
Master's Student, Webster University in Tashkent, Uzbekistan
Annotatsiya
Artificial intelligence (AI) has emerged as one of the most influential technologies transforming contemporary higher education. In particular, generative AI tools have created new opportunities for English as a Foreign Language (EFL) instruction by offering personalized feedback, adaptive learning experiences, and interactive language practice. According to UNESCO (2023), educational institutions should integrate generative AI in ways that enhance learning while maintaining ethical standards and human agency. Similarly, Holmes et al. (2019) argue that AI should complement teaching rather than replace educators or students' intellectual engagement. The growing use of AI in language education has also generated concerns regarding students' overreliance on AI-generated content, academic integrity, and the possible decline of independent thinking. Kasneci et al. (2023) suggest that although generative AI can support learning, inappropriate use may negatively affect learners' analytical and evaluative abilities. Therefore, language teachers need to adopt instructional strategies that encourage students to critically examine AI-generated responses instead of accepting them without reflection. This conceptual review explores how AI-assisted language learning can contribute to the development of critical thinking among university EFL students. Facione (2015) defines critical thinking as purposeful and self-regulated judgment that involves interpretation, analysis, evaluation, inference, explanation, and reflection. Building on this perspective, the present paper discusses how AI-supported learning activities can promote analytical reasoning, information evaluation, learner autonomy, and digital literacy. The discussion also considers pedagogical strategies that help students use AI responsibly in academic settings. Overall, this paper argues that AI should function as a cognitive support tool rather than a substitute for human intelligence. When implemented through carefully designed learner-centered activities, AI has the potential to strengthen critical thinking, encourage reflective learning, and improve students' ability to make evidence-based decisions in academic and professional contexts (Lo, 2023; Holmes et al., 2019).
Kalit so'zlar: Artificial Intelligence; Generative AI; Critical Thinking; EFL; Higher Education; Learner Autonomy; Digital Literacy.