THE DEVELOPMENT OF A GUIDELINE FOR GENERATIVE AI-ENABLEDCOGNITIVE OFFLOAD INSTRUCTION TO ENHANCE CRITICAL THINKING IN WRITING ENGLISH ESSAYS

Abstract

The study explores the use of Generative AI for cognitive offloading in English essay writing to promote inclusive, quality education. It aims to investigate the implementation of cognitive offload instruction via Generative AI to enhance critical thinking and to establish guidelines for educators. Using a quasi-experimental design, the research compares Generative AI tool-using Intervention Groups with traditional method-using Control Groups among 1,050 first-year English majors from four colleges, with 240 selected via purposive sampling. Critical thinking is rigorously evaluated using the Analytical Critical Thinking Scoring Rubric (ACTSR), with comprehensive pre-test and post-test assessments. This evaluation framework assesses key dimensions of critical thinking, including comprehension, interpretation, integration, inference, and reflective insight. Additionally, the study integrates a qualitative analysis of students’ perceptions through the innovative use of Word Clouds, which distill thematic insights from discussion forums. This qualitative aspect highlights the subjective experiences and perceived benefits of Generative AI-enabled instruction in fostering critical thinking and writing skills. Results reveal that Intervention Groups, exposed to Generative AI-enabled cognitive offloading, consistently outperform Control Groups in critical thinking development, as evidenced by statistically significant improvements in post-test ACTSR scores. Additionally, the students’ feedback, analyzed qualitatively, unanimously underscores the positive impact of Generative AI instruction. They commended the approach for its interactive nature, support in skill development, and the transferability of enhanced critical thinking and writing skills to various academic and real-life contexts. The findings provide educational leaders and policymakers with evidence-based perspectives on integrating Generative AI technology to enrich educational environments and promote critical thinking across disciplines.

KEY WORDS: Generative AI, Cognitive Offload, Critical Thinking, Essay Writing