How do generative artificial intelligence (AI) tools and large language models (LLMs) influence language learners’ critical thinking in EFL education? A systematic review
Abstract As generative artificial intelligence (AI) tools and large language models (LLMs)-powered applications develop rapidly in the era of algorithms, it should be integrated thoughtfully to enhance English as a Foreign Language (EFL) teaching and learning without replacing learners’ critical thi...
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| Format: | Article |
| Language: | English |
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SpringerOpen
2025-08-01
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| Series: | Smart Learning Environments |
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| Online Access: | https://doi.org/10.1186/s40561-025-00406-0 |
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| author | Jing Liu Ahmad Johari Bin Sihes Ye Lu |
| author_facet | Jing Liu Ahmad Johari Bin Sihes Ye Lu |
| author_sort | Jing Liu |
| collection | DOAJ |
| description | Abstract As generative artificial intelligence (AI) tools and large language models (LLMs)-powered applications develop rapidly in the era of algorithms, it should be integrated thoughtfully to enhance English as a Foreign Language (EFL) teaching and learning without replacing learners’ critical thinking (CT). This study systematically analyzes the impact of generative AI tools and LLMs on language learners’ CT in EFL education using the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) framework to identify, evaluate, and synthesize relevant studies from 2022 to 2025. A thorough review of 15 selected studies focuses on generative AI tools and LLMs’ dual nature, research methods, main focuses, theory and models, limitations and challenges, and future directions in the field based on Web of Science (WoS), SCOPUS, ERIC, ProQuest, and Google Scholar. The findings identified generative AI tools and LLMs possessed both the potential to nurture and the risk of hindering CT in EFL education. 66.67% of studies reported generative AI tools and LLMs’ positive role in CT, while 33.33% of studies reported its negative role in CT. Furthermore, 3 types of research methods, 3 key themes of research focus, and 4 groups of theoretical perspectives were examined. However, 4 kinds of limitations in this field remain, including research scope, user dependency, generative AI reliability, and pedagogical integration. Future research can focus on assessing long-term effects, broadening research scope, promoting responsible AI use, and refining pedagogical strategies. Finally, Limitations, implications and future direction of this study were discussed. |
| format | Article |
| id | doaj-art-4bba4c82c93445f8b5cd7391b6d1e1bc |
| institution | Kabale University |
| issn | 2196-7091 |
| language | English |
| publishDate | 2025-08-01 |
| publisher | SpringerOpen |
| record_format | Article |
| series | Smart Learning Environments |
| spelling | doaj-art-4bba4c82c93445f8b5cd7391b6d1e1bc2025-08-20T03:46:23ZengSpringerOpenSmart Learning Environments2196-70912025-08-0112113510.1186/s40561-025-00406-0How do generative artificial intelligence (AI) tools and large language models (LLMs) influence language learners’ critical thinking in EFL education? A systematic reviewJing Liu0Ahmad Johari Bin Sihes1Ye Lu2Faculty of Educational Sciences and Technology (FEST), Universiti Teknologi Malaysia (UTM)Faculty of Educational Sciences and Technology (FEST), Universiti Teknologi Malaysia (UTM)Foreign Languages Department, Yibin UniversityAbstract As generative artificial intelligence (AI) tools and large language models (LLMs)-powered applications develop rapidly in the era of algorithms, it should be integrated thoughtfully to enhance English as a Foreign Language (EFL) teaching and learning without replacing learners’ critical thinking (CT). This study systematically analyzes the impact of generative AI tools and LLMs on language learners’ CT in EFL education using the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) framework to identify, evaluate, and synthesize relevant studies from 2022 to 2025. A thorough review of 15 selected studies focuses on generative AI tools and LLMs’ dual nature, research methods, main focuses, theory and models, limitations and challenges, and future directions in the field based on Web of Science (WoS), SCOPUS, ERIC, ProQuest, and Google Scholar. The findings identified generative AI tools and LLMs possessed both the potential to nurture and the risk of hindering CT in EFL education. 66.67% of studies reported generative AI tools and LLMs’ positive role in CT, while 33.33% of studies reported its negative role in CT. Furthermore, 3 types of research methods, 3 key themes of research focus, and 4 groups of theoretical perspectives were examined. However, 4 kinds of limitations in this field remain, including research scope, user dependency, generative AI reliability, and pedagogical integration. Future research can focus on assessing long-term effects, broadening research scope, promoting responsible AI use, and refining pedagogical strategies. Finally, Limitations, implications and future direction of this study were discussed.https://doi.org/10.1186/s40561-025-00406-0Generative AILarge language modelsCritical thinkingEFL educationSystematic review |
| spellingShingle | Jing Liu Ahmad Johari Bin Sihes Ye Lu How do generative artificial intelligence (AI) tools and large language models (LLMs) influence language learners’ critical thinking in EFL education? A systematic review Smart Learning Environments Generative AI Large language models Critical thinking EFL education Systematic review |
| title | How do generative artificial intelligence (AI) tools and large language models (LLMs) influence language learners’ critical thinking in EFL education? A systematic review |
| title_full | How do generative artificial intelligence (AI) tools and large language models (LLMs) influence language learners’ critical thinking in EFL education? A systematic review |
| title_fullStr | How do generative artificial intelligence (AI) tools and large language models (LLMs) influence language learners’ critical thinking in EFL education? A systematic review |
| title_full_unstemmed | How do generative artificial intelligence (AI) tools and large language models (LLMs) influence language learners’ critical thinking in EFL education? A systematic review |
| title_short | How do generative artificial intelligence (AI) tools and large language models (LLMs) influence language learners’ critical thinking in EFL education? A systematic review |
| title_sort | how do generative artificial intelligence ai tools and large language models llms influence language learners critical thinking in efl education a systematic review |
| topic | Generative AI Large language models Critical thinking EFL education Systematic review |
| url | https://doi.org/10.1186/s40561-025-00406-0 |
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