GENERATIVE AI AS A TOOL FOR PROMOTING CRITICAL THINKING IN SECOND LANGUAGE EDUCATION

Abstract

It is widely known that the rise of Generative Artificial Intelligence (GenAI) has significantly reformed second language education by introducing interactive, dialogic or instant feedback learning environments. The aim of the article is to examine the role of Generative AI in promoting critical thinking in second language acquisition (SLA), showing that its pedagogical value lies not in automated language production but in its capacity to stimulate higher-order cognitive engagement such as analysis, assessment or evaluation, and reflection. Taking into consideration some of the recent empirical studies, meta-analyses demonstrate that when systematically integrated into pedagogical design, Generative AI can enhance learners’ capacity of critical thinking, cognitive awareness, and evaluative reasoning. However, global evidence also reveals risks of dependance, over-reliance and superficial engagement when AI is used without structured instructional guidance. The article concludes that Generative AI should be conceptualized as a “critical thinking amplifier” rather than a replacement for human cognition in language learning.