Views: 11,129
Arab World English Journal (AWEJ) Special Issue on Artificial Intelligence 2025 Pp.330-347
Centre of Learning and Teaching Innovation, Faculty of Education, Universiti Kebangsaan Malaysia, Bangi, Malaysia
Centre of Learning and Teaching Innovation, Faculty of Education, Universiti Kebangsaan Malaysia, Bangi, Malaysia;
Excellence: Development of Innovative Curriculum & Pedagogy Research Group
Centre of Education Leadership & Policy, Faculty of Education, Universiti Kebangsaan Malaysia, Bangi, Malaysia; University Research Group on ELITEE: Enhanced Learning for Inclusive Transformation of Education Experience
The rapid advancements in artificial intelligence (AI), particularly generative AI tools like ChatGPT, have transformed language education, fostering opportunities and challenges in English as a Second Language (ESL) learning. The growth of artificial intelligence (AI) and incredibly generative AI tools like ChatGPT in language education have widely affected the landscape of ESL students’ teaching and learning experiences. Despite the advancement of AI technology, limited research has been conducted on the impact of AI on a more profound cognitive impact, particularly on students’ ability to think critically and independently. This scoping review examines how AI influences ESL learners’ critical thinking and writing skills. Using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework, this study synthesizes findings from 15 peer-reviewed articles published between 2023 and 2025 to answer the research questions: How does AI affect critical thinking development? Moreover, 2) What are the ethical concerns resulting from AI-assisted learning? This study conducted a systematic literature review (SLR) to discover in-depth insights on the over-reliance on generative AI techniques and the development of critical thinking skills in the context of ESL writing to contribute to the existing literature. Results indicate that while AI significantly enhances writing quality and critical thinking skills, excessive reliance on AI tools may hinder independent learning. The study calls for AI literacy programs to ensure AI’s effective and ethical integration into ESL education.
Zakaria, N.Y.K., Hashim, H., & Jamaludin, K.J. (2025). Exploring the Impact of AI on Critical Thinking Development in ESL: A Systematic Literature Review. Arab World English Journal (AWEJ) Special Issue on Artificial Intelligence: 330-347
Acosta-Enriquez, B. G., Ballesteros, M. A. A., Guzman Valle, M. A., Morales Angaspilco, J. E., Aquino Lalupú, J. R., Bravo Jaico, J. L., Reyes, N. C. G., Alarcón García, R. E., & Castillo, W. E. J. (2025). The mediating role of academic stress, critical thinking and performance expectations in the influence of academic self-efficacy on AI dependence: Case study in college students. Computers and Education: Artificial Intelligence, 8(100381). https://doi.org/10.1016/j.caeai.2025.100381
Ahmad, I., Latif, S., Arafah, B., & Suryadi, R. (2024). Analysing the impact of artificial intelligence in ESL education: A systematic review. International Journal of Academic Research in Progressive Education and Development, 13(1), 45-60.
Alexandrowicz, V. (2024). Artificial Intelligence Integration in Teacher Education: Navigating Benefits, Challenges, and Transformative Pedagogy. Journal of Education and Learning, 13(6), 346-364.
Alruwaili, A. R., & Kianfar, Z. (2025). Investigating EFL Female Saudi Teachers’ Attitudes Toward the Use of ChatGPT in English Language Teaching. Forum for Linguistic Studies, 7(2), 203–216. https://doi.org/10.30564/fls.v7i2.7937
Al-Zubaidi, K., Jaafari, M., & Touzani, F. Z. (2024). Impact of ChatGPT on academic writing at Moroccan universities. Arab World English Journal (AWEJ) Special Issue on ChatGPT, April 2024, https://dx.doi.org/10.24093/awej/ChatGPT.1
Barana, A., Marchisio, M., & Roman, F. (2023). Fostering Problem Solving and Critical Thinking in Mathematics through Generative Artificial Intelligence. International Association for Development of the Information Society.
Darvin, R. (2025). The need for critical digital literacies in generative AI-mediated L2 writing. Journal of Second Language Writing, 67, 101186. https://doi.org/10.1016/j.jslw.2025.101186
Dimeli, M., & Kostas, A. (2025). The role of ChatGPT in education: Applications, challenges: insights from a systematic review. Journal of Information Technology Education: Research, 24, Article 2. https://doi.org/10.28945/5422
Dong, D. (2024). Tapping into the Pedagogical Potential of infinigo ChatIC: Evidence from iWrite Scoring and Comments and Lu & Ai’s Linguistic Complexity Analyzer. Arab World English Journal (AWEJ) Special Issue on ChatGPT. https://dx.doi.org/10.24093/awej/ChatGPT.8
Doroudi, S. (2023). The intertwined histories of artificial intelligence and education. InternationalJournal of Artificial Intelligence in Education, 33(4), 789-812.Ghedir, H., & Gasmi, M. (2024). The role of artificial intelligence in enhancing critical thinking skills: A focus on EFL writing. Almodawana, 11(1), 931-951.
Habib, S., Vogel, T., & Thorne, E. (2025). Student perspectives on creative pedagogy: Considerations for the Age of AI. Thinking Skills and Creativity, 56, 101767. https://doi.org/10.1016/j.tsc.2025.101767
Hazari, S. (2024). Justification and roadmap for artificial intelligence (AI) literacy courses in higher education. Journal of Educational Research and Practice, 14(1), 7.
Jose, J., & Jose, B. J. (2024). Educators’ academic insights on artificial intelligence: challenges and opportunities. Electronic Journal of e-Learning, 22(2), 59-77.
Kamalov, F., Santandreu Calonge, D., & Gurrib, I. (2023). New era of artificial intelligence in education: Towards a sustainable multifaceted revolution. Sustainability, 15(16), 12451.
McLaren, B. M., Scheuer, O., & Miksatko, J. (2010). Supporting collaborative learning and e-discussions using artificial intelligence techniques. International Journal of Artificial Intelligence in Education, 20(1), 1-46.
Moussa, A., & Belhiah, H. (2024). Beyond Syntax: Exploring Moroccan Undergraduate EFL Learners’ Engagement with AI-Assisted Writing. Arab World English Journal (AWEJ) Special Issue on ChatGPT. https://dx.doi.org/10.24093/awej/ChatGPT.9
Ngo, T., Tran, P., & Nguyen, H. (2024). AI in education: Balancing benefits and challenges. Journal of Educational Technology Development and Exchange, 17(3), 45-60.
Pitychoutis, K. M. (2024). Harnessing AI Chatbots for EFL Essay Writing: A Paradigm Shift in Language Pedagogy. Arab World English Journal. https://dx.doi.org/10.24093/awej/ChatGPT.13
Ramírez-Baraldes, E., García-Gutiérrez, D., & García-Salido, C. (2025). Artificial intelligence in nursing: New opportunities and challenges. European Journal of Education, 60, e70033. https://doi.org/10.1111/ejed.70033
Sardi, J., Darmansyah, C., Candra, O., Yuliana, D. F., Habibullah, Yanto, D. T. P., & Eliza, F. (2025). How Generative AI Influences Students’ Self-Regulated Learning and Critical Thinking Skills? A Systematic Review. International Journal of Engineering Pedagogy, 15(1), 94–108. https://doi.org/10.3991/ijep.v15i1.53379
Sarwanti, S., Sariasih, Y., Rahmatika, L., Islam, M. M., & Riantina, E. M. (2024). Are They Literate on ChatGPT? University Language Students’ Perceptions, Benefits and Challenges in Higher Education Learning. Online Learning, 28(3), 105-130.
Schlesener, A. H. (2025). Ethics in educational research: Limits and challenges in the face of Artificial Intelligence. Práxis Educativa, 20, e24293. https://doi.org/10.5212/PraxEduc.v.20.24293.004
Sutoyo, S., Agustini, R., & Fikriyati, A. (2023). Online critical thinking cycle model to improve pre-service science teachers’ critical thinking dispositions and critical thinking skills. Pegem Eğitim ve Öğretim Dergisi, 13(2), 173-181.
U.S. Department of Education, Office of Educational Technology. (2023). Artificial intelligence and the future of teaching and learning: Insights and recommendations. Washington, DC.
Xiao, F., Zhu, S., & Xin, W. (2025). Exploring the landscape of generative AI-powered writing instruction in English as a Foreign Language Education: A Scoping Review. ECNU Review of Education, 7(3), 1-19. https://doi.org/10.1177/20965311241310881
Yang, X., Wang, Q., & Lyu, J. (2024). Assessing ChatGPT’s educational capabilities and application potential. ECNU Review of Education, 7(3), 699–713. https://doi.org/10.1177/20965311231210006
Nur Yasmin Khairani Zakaria is a doctoral researcher at the Faculty of Education, Universiti Kebangsaan Malaysia (UKM), Bangi, Malaysia. Her research interests focus on educational technology and mobile learning applications, particularly for enhancing ESL (English as a Second Language) writing skills among tertiary learners. With a keen interest in the intersection of pedagogy and technology, she aims to contribute to the development of innovative educational tools for transformative learning experiences. https://orcid.org/0009-0005-8786-8623
Associate Professor Dr. Harwati Hashim is a faculty member at the Faculty of Education, Universiti Kebangsaan Malaysia (UKM). She is also a member of the University Research Group on EduXcellence: Development of Innovative Curriculum & Pedagogy. Her research interests include mobile-assisted language learning, instructional design, and innovative pedagogical approaches in ESL education. Dr. Harwati has extensive experience in curriculum development and is committed to enhancing educational practices through technology integration. https://orcid.org/0000-0002-8817-427X
Dr. Khairul Azhar Jamaludin serves at the Faculty of Education, Universiti Kebangsaan Malaysia (UKM) and an active member of the University Research Group on ELITEE: Enhanced Learning for Inclusive Transformation of Education Experience. His research focuses on educational inclusion, technology-enhanced learning, and the development of equitable and transformative educational experiences. Dr. Khairul is dedicated to exploring innovative strategies for fostering inclusive education through technological advancements. https://orcid.org/0000-0001-6212-7494