The Role of ChatGPT in Enhancing Critical Thinking in EFL Writing
A Systematic Literature Review
Keywords:
artificial intelligence in language education, ChatGPT, critical thinking, EFL writing, systematic literature reviewAbstract
Critical thinking is an essential skill in EFL writing, yet many learners still struggle in develop arguments, evaluate evidence, and reflect on their reasoning. The increasing use of ChatGPT in language education has created new opportunities to support these skills, although its impact on critical thinking remains debated. This study systematically reviews the literature on the role of ChatGPT in promoting critical thinking in EFL writing. Using the PRISMA 2020 framework, relevant studies published between 2021 and 2026 were collected from Scopus, Web of Science, Google Scholar, ERIC, and SINTA-indexed sources. After a screening process, 18 articles met the inclusion criteria and were analyzed thematically. The findings show that ChatGPT can enhance critical thinking by supporting argumentative reasoning, encouraging learners to consider multiple perspectives, and providing feedback that facilitates revision. However, challenges such as over-reliance on AI, superficial engagement with generated content, and reduced independent reasoning were also identified. The review suggests that ChatGPT can positively contribute to the development of critical thinking when its use is supported by appropriate pedagogical guidance. Therefore, teachers play a crucial role in designing activities that encourage students to evaluate, question, and critically engage with AI-generated responses.
References
Albadarin, Y., Saqr, M., Pope, N., & Tukiainen, M. (2024). A systematic literature review of empirical research on ChatGPT in education. Discover Education, 3(1), 60. https://doi.org/10.1007/s44217-024-00138-2
Baidoo-Anu, D., & Owusu Ansah, L. (2023). Education in the era of generative artificial intelligence (AI): Understanding the potential benefits of ChatGPT in promoting teaching and learning. Journal of AI, 7(1), 52-62. https://doi.org/10.2139/ssrn.4337484
Barrot, J. S. (2023). Using ChatGPT for second language writing: Pitfalls and potentials. Assessing Writing, 57, 100745. https://doi.org/10.1016/j.asw.2023.100745
Bearman, M., Ryan, J., & Ajjawi, R. (2023). Discourses of artificial intelligence in higher education: A critical literature review. Higher Education, 86(2), 369-385. https://doi.org/10.1007/s10734-022-00937-2
Boudouaia, A., Mouas, S., & Kouider, B. (2024). A study on ChatGPT-4 as an innovative approach to enhancing English as a foreign language writing learning. Journal of Educational Computing Research, 62(7), 1-29. https://doi.org/10.1177/07356331241247465
Chen, S., Shi, P., Guo, J., Xu, S., & Tian, J. (2023). From process to product: Writing engagement and performance of EFL learners under computer-generated feedback instruction. Frontiers in Psychology, 14, 1258286. https://doi.org/10.3389/fpsyg.2023.1258286
Darmawansah, D., Rachman, D., Febiyani, F., & Hwang, G.-J. (2024). ChatGPT-supported collaborative argumentation: Integrating collaboration script and argument mapping to enhance EFL students' argumentation skills. Education and Information Technologies. https://doi.org/10.1007/s10639-024-12986-4
Escalante, J., Pack, A., & Barrett, A. (2023). AI-generated feedback on writing: Insights into efficacy and ENL student preference. International Journal of Educational Technology in Higher Education, 20(1), 57. https://doi.org/10.1186/s41239-023-00425-2
Essien, A., Bukoye, O. T., O'Dea, X., & Kremantzis, M. (2024). The influence of AI text generators on critical thinking skills in UK business schools. Studies in Higher Education, 49(5), 865-882. https://doi.org/10.1080/03075079.2024.2316881
Galvao, T. F., Tiguman, G. M. B., & Sarkis-Onofre, R. (2022). The PRISMA 2020 statement in Portuguese: Updated recommendations for reporting systematic reviews. Cadernos de Saude Publica, 38(6). https://doi.org/10.1590/SS2237-9622202200011
Guo, K., & Wang, D. (2024). To resist it or to embrace it? Examining ChatGPT's potential to support teacher feedback in EFL writing. Education and Information Technologies, 29(7), 8435-8463. https://doi.org/10.1007/s10639-023-12146-0
Guo, K., Wang, J., & Chu, S. K. W. (2022). Using chatbots to scaffold EFL students' argumentative writing. Assessing Writing, 54, 100666. https://doi.org/10.1016/j.asw.2022.100666
Han, J., Yoo, H., Myung, J., Kim, M., Lim, H., Kim, Y., Kim, J., Lee, T. Y., Hong, H., Ahn, S.-Y., & Oh, A. (2023). RECIPE: How to integrate ChatGPT into EFL writing education. Proceedings of the Tenth ACM Conference on Learning @ Scale. https://doi.org/10.1145/3573051.3596200
Jia, X.-H., & Tu, J.-C. (2024). Towards a new conceptual model of AI-enhanced learning for college students: The roles of artificial intelligence capabilities, general self-efficacy, learning motivation, and critical thinking awareness. Systems, 12(3), 74. https://doi.org/10.3390/systems12030074
Jiang, J. P., Hu, J. Y., Zhang, Y. B., & Yin, X. C. (2023). Fostering college students' critical thinking skills through peer assessment in the knowledge building community. Interactive Learning Environments, 31(10), 6480-6496. https://doi.org/10.1080/10494820.2022.2039949
Kasneci, E., Sessler, K., Kuchemann, S., Bannert, M., Dementieva, D., Fischer, F., Gasser, U., Groh, G., Gunnemann, S., Hullermeier, E., Krusche, S., Kutyniok, G., Michaeli, T., Nerdel, C., Pfeffer, J., Poquet, O., Sailer, M., Schmidt, A., Seidel, T., & Kasneci, G. (2023). ChatGPT for good? On opportunities and challenges of large language models for education. Learning and Individual Differences, 103, 102274. https://doi.org/10.1016/j.lindif.2023.102274
Khampusaen, D. (2025). The impact of ChatGPT on academic writing skills and knowledge: An investigation of its use in argumentative essays. LEARN Journal: Language Education and Acquisition Research Network, 18(1), 963-988. https://doi.org/10.70730/PGCQ9242
Khoo, E., & Kang, S. (2022). Proactive learner empowerment: Towards a transformative academic integrity approach for English language learners. International Journal for Educational Integrity, 18(1), 19. https://doi.org/10.1007/s40979-022-00111-2
Kofinas, A. (2025). The impact of generative AI on academic integrity of authentic assessments within a higher education context. British Journal of Educational Technology. https://doi.org/10.1111/bjet.13585
Mulyani, M., Bakthawar, P., & Munir, S. (2023). Integrating Group Investigation Method and Local Wisdom to Enhance Students’ Writing Skill. Ta’dib, 26(1), 125-136. https://doi.org/10.31958/jt.v26i1.8610
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hrobjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., McGuinness, L. A., Stewart, L. A., Thomas, J., Tricco, A. C., Welch, V. A., Whiting, P., & Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372, n71. https://doi.org/10.1136/bmj.n71
Shen, X., & Teng, M. F. (2024). Three-wave cross-lagged model on the correlations between critical thinking skills, self-directed learning competency, and AI-assisted writing. Thinking Skills and Creativity, 52, 101524. https://doi.org/10.1016/j.tsc.2024.101524
Steiss, J., Tate, T., Graham, S., Cruz, J., Hebert, M., Wang, J., Moon, Y., Tseng, W., Warschauer, M., & Olson, C. (2024). Comparing the quality of human and ChatGPT feedback of students' writing. Learning and Instruction, 91, 101894. https://doi.org/10.1016/j.learninstruc.2024.101894
Su, Y., Lin, Y., & Lai, C. (2023). Collaborating with ChatGPT in argumentative writing classrooms. Assessing Writing, 57, 100752. https://doi.org/10.1016/j.asw.2023.100752
Szabo, F., & Szoke, J. (2024). How does generative AI promote autonomy and inclusivity in language teaching? ELT Journal, 78(4), 478-488. https://doi.org/10.1093/elt/ccae052
Tai, H.-Y., Lin, M.-F., & Chen, Y. (2026). Incorporating ChatGPT into genre-based instruction for argumentative writing among EFL college students. International Journal of Applied Linguistics, 36(1), 767-781. https://doi.org/10.1111/ijal.12777
Teng, M. F. (2025). Metacognitive awareness and EFL learners' perceptions and experiences in utilising ChatGPT for writing feedback. European Journal of Education. https://doi.org/10.1111/ejed.12811
Teng, M. F., & Huang, J. (2026). Assessing ChatGPT feedback for EFL learners' engagement and writing performance. International Journal of Applied Linguistics. https://doi.org/10.1111/ijal.70155
Tran, T. T. T. (2025). Enhancing EFL writing revision practices: The impact of AI- and teacher-generated feedback and their sequences. Education Sciences, 15(2), 232. https://doi.org/10.3390/educsci15020232
Van Rensburg, J. J. (2024). Artificial human thinking: ChatGPT's capacity to be a model for critical thinking when prompted with problem-based writing activities. Discover Education, 3(1), 91. https://doi.org/10.1007/s44217-024-00113-x
Wang, L., Chen, X., Wang, C., Xu, L., Shadiev, R., & Li, Y. (2024). ChatGPT's capabilities in providing feedback on undergraduate students' argumentation: A case study. Thinking Skills and Creativity, 51, 101440. https://doi.org/10.1016/j.tsc.2023.101440
Yan, D. (2023). Impact of ChatGPT on learners in a L2 writing practicum: An exploratory investigation. Education and Information Technologies, 28(11), 13943-13967. https://doi.org/10.1007/s10639-023-11742-4
Zhang, T., & Zhang, L. J. (2021). Taking stock of a genre-based pedagogy: Sustaining the development of EFL students' knowledge of the elements in argumentation and writing improvement. Sustainability, 13(21), 11616. https://doi.org/10.3390/su132111616
