Exploring the Synergy of Artificial Intelligence and Augmented Reality in Developing EFL Students’ Critical Thinking

A major concern in recent decades, with the emergence of technologies such as Artificial Intelligence (AI) and Augmented Reality (AR) in English language education, has been their impact on learners' critical thinking skills. This study aims to examine how artificial intelligence and augmented reality tools influence EFL students’ critical thinking in writing, and explore their perceptions of how these technologies, when integrated into EFL writing tasks, might be effective. To this end, an explanatory mixed-methods design was used, and ۳۳ EFL students were selected non-randomly and assigned randomly to experimental and control groups. The intervention integrated augmented reality-based exploration with artificial intelligence-driven idea generation, helping learners engage in prewriting, drafting, and revision. The materials included the Evolve ۳ textbook, Perplexity AI, and Leo AR. The California Critical Thinking Skills Test (CCTST) was administered before and after the intervention. The Paul-Elder critical thinking rubric was utilized to evaluate post-writing tasks. Furthermore, a semi-structured interview was conducted with the experimental group. The results of ANCOVA indicated a significant positive impact of artificial intelligence and augmented reality tools on learners’ critical thinking in writing skills. These findings could influence teachers, students, material developers, and the education system.

کلیدواژه ها:

Artificial intelligence ، Augmented reality ، critical thinking ، EFL students' perception ، Writing Skills