GenAI-Assisted Critical Reading Report Revision: A Mixed-Methods Study

Purpose This study addresses the gap in research on how Generative Artificial Intelligence (GenAI) tools support L2 learners in critical reading and writing. Specifically, it examines which dimensions of critical reading and writing, based on Wallace and Wray’s framework, receive the most student engagement during revision. Design/Approach/Methods This study utilized lag sequential analysis and thematic analysis to evaluate the engagement of 22 postgraduate students as they revised self-written critical reading reports using GenAI tools, focusing on ten dimensions of critical reading and writing. Findings Students demonstrated heightened engagement in the revision of four dimensions: research aims and investigation, research contributions, quality of evidence, and adaptation of theoretical frameworks. This process involved interactions with the chatbot, GenAI-generated critical reading reports, and digital papers. Factors influencing this selective engagement included reading and revision purposes, external demands from supervisors, career plans as pre-service teachers, and literal misunderstandings of the content. Originality/Value This study adds to the literature by revealing the selective use of GenAI tools in academic settings, highlighting the crucial role of student agency in the complex decision-making processes involved in critical thinking.