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Abrar AlAli, Imam Mohammad Ibn Saud Islamic University, Saudi ArabiaAbstract
While teaching a Novel course for EFL undergraduates, the researcher observed that a student was liberally using AI generative tools to study the course. She used ChatGPT as a substitute for reading the novel. Since the exams tackled higher critical thinking skills, she opted to memorize the answers generated by AI tools and simply paste them! This paper aims at employing action research as “a form of enquiry that enables practitioners to develop their own living theories of practice.” (Whitehead & McNiff, 2006) This case study juxtaposes the literary critical essays written by two EFL- undergraduate students studying a Novel course. One student was too liberal in her use of AI Generative tools as a learning tool. The other student was commited to the recommended method of studying, i.e., starting with a close reading of the text to ensure well-informed analysis. The method of this study is a qualitative case study assessing all the critical essays the subjects submitted in midterm and final exams then to conduct an open-ended interview to explore their perspectives. The results illustrate the effects of overusing AI tools on critical thinking skills; They provide a overview of the effects of overusing AI on EFL students and suggest solutions.
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Conference: ECE2025Stream: Higher education
This paper is part of the ECE2025 Conference Proceedings (View)
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To cite this article:
AlAli A. (2025) Can AI Generative Tools Cripple Literary Analysis / Critical Thinking Skills? A Case Study ISSN: 2188-1162 The European Conference on Education 2025: Official Conference Proceedings (pp. 619-632) https://doi.org/10.22492/issn.2188-1162.2025.49
To link to this article: https://doi.org/10.22492/issn.2188-1162.2025.49
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