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Description
This article presents students’ feedback to understand the relationship between artificial intelligence (AI) and students’ critical thinking in the context of language learning at Ho Chi Minh City University of Foreign Languages and Information Technology (HUFLIT). The feedback centers on the importance of critical thinking in language acquisition, common AI tools, and the role of AI in supporting the development of critical thinking skills. The research findings were collected from a combination of questionnaire responses and direct observations of over 200 students studying at HUFLIT. The results indicate that students have adapted their approach to coursework requiring critical thinking by applying AI tools to assist in brainstorming, selecting appropriate prompts, and constructing relevant arguments. Moreover, students have also encountered difficulties in evaluating and verifying the content suggested by AI or worrying about the level of dependence on AI tools in learning language. The study is a foundation for integrating critical thinking with AI tools in language education. In addition, it highlights the challenges related to the adaptation of language teaching and learning practices in the context of advanced artificial intelligence.
Keywords: artificial intelligence, critical thinking, language acquisition, adaptation
