THE COGNITIVE CATALYST: HOW GENERATIVE AI ELEVATES CRITICAL THINKING IN COLLEGE ENGLISH WRITING CLASS

Abstract

 This research endeavored to explore the utilization of Generative Artificial Intelligence (AI) as a cognitive offloading tool to enhance students’ critical thinking capabilities in college English writing courses. It began by elucidating the significance of critical thinking in contemporary education. The study employed a multifaceted approach, encompassing a comprehensive literature review, surveys, interviews, and an analysis of Generative AI integration in educational institutions. The main findings suggested that Generative AI, when thoughtfully integrated, significantly contributed to enhancing students’ critical thinking capabilities in the context of English writing. The research underscored the evolving role of educators in this AI-augmented educational landscape. In conclusion, this study not only accentuated the potential of Generative AI in improving students’ writing skills and critical thinking but also called for a proactive approach in adapting to the changing educational paradigms facilitated by AI technology.

CCS CONCEPTS • Natural Language Processing; • Educational technology; • Pedagogical issues and strategies

Additional Keywords and Phrases: Generative Artificial Intelligence, College English writing, Cognitive offloading, Critical thinking