Effects of AI chatbots on EFL students’ critical thinking skills and intrinsic motivation in argumentative writing
Qian Zhang, Saedah Binti Siraj, Rafiza Abdul Razak
Abstract
The introduction of Artificial Intelligence (AI) technology has facilitated the integration of AI chatbots into various educational contexts. While prior studies have explored the role of AI chatbots in promoting critical thinking skills (CTS), their impact on specific subjects, particularly argumentative writing, remains underexplored. This study examined the effects of AI chatbots on students’ CTS in argumentative writing and their intrinsic motivation, as motivation could influence long-term engagement with such tools. A pretest-posttest quasi-experimental design was employed with 40 Chinese undergraduates over six weeks. The experimental group used Spark Desk for writing activities, while the control group participated in similar activities through peer interactions instead of AI chatbots. CTS was assessed using the Illinois Critical Thinking Essay Scoring Rubric, and intrinsic motivation was measured via the Intrinsic Motivation Inventory. Quade’s test results showed significant improvements in students’ overall CTS, particularly in supporting reasons, reasoning, and organization, although no significant increases were observed in focus or integration. Qualitative analysis of 6 students’ chat logs with Spark Desk and their revised writing excerpts with tracked changes provided an in-depth explanation of how their CTS improved through AI feedback strategies. Regarding intrinsic motivation, Quade’s test also revealed improvements in students’ enjoyment, perceived value, and stress reduction under the AI chatbot condition, while perceived competence, effort, and perceived choice remained unchanged. These findings provide empirical evidence that integrating AI chatbots into EFL classroom activities can enhance CTS and intrinsic motivation in argumentative writing, offering practical insights for educators.