The Effects of Using AI Tools on Critical Thinking in English Literature Classes Among EFL Learners: An Intervention Study

Abstract

Artificial intelligence (AI)‐driven learning has become an irreversible trend in foreign language education. Scholars are increasingly focusing on this field, yet few have examined its impact within English literature classes. To fill this gap, we designed an 8‐week intervention study with mixed methods and recruited 90 students, with 42 in the experimental group and 48 in the control group, matched for average age, English proficiency and gender ratio. Critical thinking levels were measured before and after the intervention using a standardised assessment tool. In the experimental group, students used AI tools (ChatGPT‐3.5, Bodoudou, SummarizBot, etc.) to generate and answer text‐related questions, and participate in interactive quizzes and AI‐assisted debates during classes, while the control group followed traditional methods without AI tools. The findings revealed a statistically significant improvement in the critical thinking skills of the experimental group compared to the control group, as measured by pre and postintervention assessments (p < 0.05). This suggests that AI tools can effectively enhance critical thinking abilities in English literature classes. This study not only contributes to the emerging discourse on AI in education but also offers practical implications for integrating AI technologies to support and enrich the learning experiences of EFL students in literature classes. The findings have the potential to guide educators and policymakers in designing AI‐driven educational strategies that are culturally responsive and pedagogically effective.