Developing Critical Thinking and Communicative Competence in English Language Classes through Generative Artificial Intelligence Tools

Abstract

Article investigates the integration of generative Artificial Intelligence (AI) tools, such as large language models, into English as a Foreign Language (EFL) pedagogy to foster cognitive development and pragmatic proficiency. Traditional English language teaching methods often overemphasize mechanical acquisition and rote memorization, falling short in preparing students for complex, digitally-mediated discourse. By analyzing specific pedagogical models — such as AI-driven debate simulations, co-constructive interactive fiction writing, and collaborative peer-review workshops — the article demonstrates how students transform from passive content consumers into active critical thinkers. Furthermore, the role of prompt engineering is explored as an essential metacognitive practice.