Exploring the Influence of AI Tools on Critical Thinking Development in English Major Undergraduates
DOI:
https://doi.org/10.65150/EP-jsshrs/V2E10/2026-07Keywords:
generative AI, AI tool use, critical thinking, English majors, mixed-methods researchAbstract
Generative AI tools are increasingly embedded in higher education, where English majors are frequent users. Although they reduce cognitive load and boost efficiency, over-reliance may weaken independent thinking and logical reasoning, both core to critical thinking. This study examines how AI use influences critical thinking among undergraduate English majors at a university in Shanghai, focusing on usage frequency and question types. A mixed-methods design combines a questionnaire with semi-structured interviews. Questionnaire data are analyzed in SPSS using descriptive statistics, correlation, and regression; interviews capture perceived cognitive effects. The findings identify how frequency and question types relate to different dimensions of critical thinking, revealing both facilitating and constraining effects. Theoretically, the study extends research on AI in humanities education; practically, it informs strategic AI integration and critical thinking cultivation in English language teaching and digital transformation.
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Copyright (c) 2026 Yanhui Chen, Luoyi Wang (Author)
This work is licensed under a Creative Commons Attribution 4.0 International License.
