An Empirical Study on the Impacts of AI-enabled Blended English Writing Teaching Model on University Students' Critical Thinking
Abstract
model on university students' critical thinking. Adopting a quasi-experimental research design, the pre-test employed the Chinese Version of
Critical Thinking Disposition Inventory (CTDI-CV) and SPSS 27 for data analysis to examine the overall critical thinking level and dimensional differences among college students in the experimental group and the control group. After two semesters of intervention with the AI-enabled blended college English writing teaching model, data collection and analysis were repeated using CTDI-CV and SPSS 27. Comparative
analysis of pre-test and post-test data reveals that students in the experimental group achieved statistically more prominent improvements in
overall critical thinking as well as three specific dimensions: truth-seeking, systematicity, and self-confidence in critical thinking. The research
verifies that the AI-enabled blended college English writing teaching model exerts a more positive facilitating effect on cultivating university
students' critical thinking compared with the traditional teaching model.
Keywords
Full Text:
PDFReferences
[1] Facione P. Critical Thinking: A Statement of Expert Consensus for Purposes of Educational Assessment and Instruction—The Delphi
Report[M]. Millbrae: California Academic Press, 1990.
[2] Ennis R. Critical thinking: A streamlined conception[A]//Davies M, Barnett R. The Palgrave Handbook of Critical Thinking in Higher
Education. New York: Palgrave Macmillan, 2015.
[3] Lü Linhai. Focusing on critical thinking: Cultural reflections on cultivating top-notch innovative talents in China[J]. Journal of Soochow
University (Educational Science Edition), 2025, 13(04):25-39.
[4] Facione P A, Facione N C. The California Critical Thinking Disposition Inventory (CCTDI)[M]. Millbrae: California Academic
Press,1992.
[5] Peng Meici, Wang Guocheng, Chen Jile, et al. Reliability and validity of the Chinese version of critical thinking disposition inventory[J].
Chinese Journal of Nursing, 2004(9):644-647.
[6] Zhang Mei, Ru Jingfei, Yin Yong. Current situation and contributing factors of college students'critical thinking[J]. Journal of Chongqing University (Social Science Edition), 2016(3):202-207.
[7] Li Na, Han Qingen, Zhong Wenxian. Current status and differences of college students' critical thinking quality: Evidence from Shandong Province[J]. Chinese Higher Education Research, 2019(2):49-52.
[8] Garrison D R, Kanuka H. Blended learning: Uncovering its transformative potential in higher education[J]. The Internet and Higher
Education, 2004, 7(2):95-105.
[9] Lü Xiaomin. Exploration of MOOC-Based Blended Teaching Model in College English Writing Instruction[J]. Foreign Language Education, 2021(1):61-65.
[10] He Kekang. New Progress in Theoretical Research on Educational Informatization in China[J]. China Educational Technology,
2011(1):1-19.
[11] Wei Chen. Application of AI-based Blended Teaching Model in College English Writing Instruction[J]. Region-Educational Research
and Reviews, 2025, 7(6):125-129.
[12] Barrot J. ChatGPT as a Language Learning Tool: An Emerging Technology Report[J]. Technology, Knowledge and Learning, 2023,
29(2):1151-1156.
[13] Zheng Liwen. The Application of AI Technology in College English Teaching[J]. Journal of Jiangxi Vocational and Technical College of
Electricity, 2022, 35(08):66-67.
DOI: http://dx.doi.org/10.70711/neet.v4i9.10076
Refbacks
- There are currently no refbacks.
