Developing Critical Thinking in Second Language Learners: Exploring Generative AI like ChatGPT as a Tool for Argumentative Essay Writing

Abstract

This study employs the Paul-Elder Critical Thinking Model and Tan's argumentative writing framework to create a structured methodology. This methodology, ChatGPT Guideline for Critical Argumentative Writing (CGCAW) framework, integrates the models with ChatGPT's capabilities to guide L2 learners in utilizing ChatGPT to enhance their critical thinking skills. A quantitative experiment was conducted with 10 participants from a state university, divided into experimental and control groups. The experimental group utilized the CGCAW framework, while the control group used ChatGPT without specific guidelines. Participants wrote an argumentative essay within a 40-minute timeframe, and essays were evaluated by three assessors: ChatGPT, Grammarly, and a course instructor. Results indicated that the experimental group showed improvements in clarity, logical coherence, and use of evidence, demonstrating ChatGPT's potential to enhance specific aspects of argumentative writing. However, the control group performed better in overall language mechanics and articulation of main arguments, indicating areas where the CGCAW framework could be further refined. This study highlights the need for further research to optimize the use of AI tools like ChatGPT in L2 learning environments to enhance critical thinking and writing skills.