ENHANCING CRITICAL THINKING IN ENGLISH CLASSROOMS THROUGH AI-DRIVEN PROJECT-BASED LEARNING
DOI:
https://doi.org/10.5281/zenodo.22127045Abstract
Recent studies highlight the effectiveness of AI-based instruction and also AI integration in critical thinking improvement and project-based learning (PBL) in language education. PBL activities have been shown to promote students' critical and analytical thinking skills and vocabulary acquisition, productive and receptive skills. Learners and instructors mostly have demonstrated positive perceptions of AI-powered instruction and PBL, acknowledging its effectiveness in fostering a critical thinking mindset. However, further research is needed to explore its impact on a newly established regional university and its implementation across multifaceted educational settings.
This study focuses on studying the impact of AI tools on first-year newly-established higher educational institution learners' critical thinking in a project-based English learning environment. The study employs a qualitative approach with focus groups to examine students' perception and interaction with AI tools in PBL-based activity.
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