Three-wave cross-lagged model on the correlations between critical thinking skills, self-directed learning competency and AI-assisted writing

Shen Xiaolei, Mark Feng Teng

Research output: Contribution to journalArticlepeer-review

Abstract

The impact of Artificial Intelligence (AI) on English writing is gaining prominence. This study aimed to examine the interplay between critical thinking skills, self-directed learning competency, and Artificial Intelligence writing by cross-lagged model, with the focus on the moderating role of self-directed learning competency on critical thinking skills and Artificial Intelligence writing. A total of 204 participants completed a critical thinking test, self-directed learning questionnaire and a writing task. The results revealed significant correlations between critical thinking skills, self-directed learning competence, and AI-assisted writing. However, the temporal correlations between critical thinking skills and self-directed learning exhibited a reciprocal pattern over three times, while the correlations between critical thinking skills, self-directed learning, and AI-assisted writing were unidirectional. Interestingly, the findings indicated that self-directed learning moderated the relationship between critical thinking skills and AI-assisted writing over two times, but not in the third time. These findings emphasized the pivotal roles of critical thinking skills and self-directed learning in AI-assisted writing among EFL learners. They also suggested that using AI-assisted tools critically and independently in writing can mitigate the tendency to over-rely on these tools.

Original languageEnglish
Article number101524
JournalThinking Skills and Creativity
Volume52
DOIs
Publication statusPublished - Jun 2024

Keywords

  • Artificial intelligence writing
  • Critical thinking skills
  • EFL learners
  • Self-directed learning competency
  • Writing pedagogy

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