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From Passive Answers to Active Inquiry: How AI Supports Critical Reading in EFL Classrooms

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Title: From Passive Answers to Active Inquiry: How AI Supports Critical Reading in EFL Classrooms
Language: English
Authors: Nuchsara C. Thongsan, Neil J. Anderson
Source: LEARN Journal: Language Education and Acquisition Research Network. 2025 18(2):795-820.
Availability: Language Institute of Thammasat University. The Prachan Campus, 2 Prachan Road, Bangkok 10200 Thailand. e-mail: learnjournal@gmail.com; Web site: https://www.tci-thaijo.org/index.php/learn
Peer Reviewed: Y
Page Count: 26
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Artificial Intelligence, Computer Software, Teaching Methods, Technology Integration, English (Second Language), Majors (Students), Student Attitudes, Intervention, Reading Skills, Reading Comprehension, Student Motivation, Scaffolding (Teaching Technique), Ethics, Critical Literacy, Digital Literacy, Undergraduate Students, Reading Instruction, Foreign Countries
Geographic Terms: Thailand
ISSN: 2630-0672
2672-9431
Abstract: This study investigates the integration of ChatGPT, a generative AI tool, into critical reading instruction for university-level EFL learners. Recognizing the importance of higher-order reading skills such as evaluating arguments, recognizing bias, synthesizing information, and generating counterarguments, the research explores how AI-supported tasks influence both skill development and learner perceptions. Using a mixed-methods sequential explanatory design, the study engaged 35 second-year English majors in an eight-week intervention. Data collection included pre- and post-tests, five AI-integrated reading tasks, a structured questionnaire, and semi-structured interviews. Quantitative results revealed significant improvements in students' ability to recognize bias, generate counterarguments, and identify main ideas. Qualitative analysis of ChatGPT interaction screenshots and student reflections demonstrated behavioral progression from surface-level clarification-seeking to more critical inquiry and evaluative questioning. Students reported high motivation and appreciation for AI's role in supporting comprehension and analysis. However, they also expressed skepticism, frequently verifying AI outputs and reflecting on potential bias. These behaviors contrast with earlier studies that emphasized uncritical reliance on AI tools, highlighting the emergence of critical digital literacy in this context. The findings suggest that AI can serve not only as a comprehension aid but also as a scaffold for cognitive and ethical engagement. When paired with explicit instruction, AI tools hold promises for fostering critical literacy and responsible use of technology in EFL education.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1479855
Database: ERIC
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  Data: From Passive Answers to Active Inquiry: How AI Supports Critical Reading in EFL Classrooms
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  Data: Language Institute of Thammasat University. The Prachan Campus, 2 Prachan Road, Bangkok 10200 Thailand. e-mail: learnjournal@gmail.com; Web site: https://www.tci-thaijo.org/index.php/learn
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– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study investigates the integration of ChatGPT, a generative AI tool, into critical reading instruction for university-level EFL learners. Recognizing the importance of higher-order reading skills such as evaluating arguments, recognizing bias, synthesizing information, and generating counterarguments, the research explores how AI-supported tasks influence both skill development and learner perceptions. Using a mixed-methods sequential explanatory design, the study engaged 35 second-year English majors in an eight-week intervention. Data collection included pre- and post-tests, five AI-integrated reading tasks, a structured questionnaire, and semi-structured interviews. Quantitative results revealed significant improvements in students' ability to recognize bias, generate counterarguments, and identify main ideas. Qualitative analysis of ChatGPT interaction screenshots and student reflections demonstrated behavioral progression from surface-level clarification-seeking to more critical inquiry and evaluative questioning. Students reported high motivation and appreciation for AI's role in supporting comprehension and analysis. However, they also expressed skepticism, frequently verifying AI outputs and reflecting on potential bias. These behaviors contrast with earlier studies that emphasized uncritical reliance on AI tools, highlighting the emergence of critical digital literacy in this context. The findings suggest that AI can serve not only as a comprehension aid but also as a scaffold for cognitive and ethical engagement. When paired with explicit instruction, AI tools hold promises for fostering critical literacy and responsible use of technology in EFL education.
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 26
        StartPage: 795
    Subjects:
      – SubjectFull: Artificial Intelligence
        Type: general
      – SubjectFull: Computer Software
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Technology Integration
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Majors (Students)
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Reading Skills
        Type: general
      – SubjectFull: Reading Comprehension
        Type: general
      – SubjectFull: Student Motivation
        Type: general
      – SubjectFull: Scaffolding (Teaching Technique)
        Type: general
      – SubjectFull: Ethics
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      – SubjectFull: Critical Literacy
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      – SubjectFull: Digital Literacy
        Type: general
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Reading Instruction
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Thailand
        Type: general
    Titles:
      – TitleFull: From Passive Answers to Active Inquiry: How AI Supports Critical Reading in EFL Classrooms
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