An Empirical Study on the Integration of Generative AI into Critical Reading and Writing Instruction in English Majors

Abstract

Critical thinking-based reading and writing instruction in English majors serves as the core vehicle for developing students' higher-order foreign language cognition and critical pragmatic competence. Current teaching practices often suffer from issues such as superficial cognitive training, lack of personalized feedback, and limited dimensions of critical thinking development, making it inadequate for meeting the demands of cultivating innovative talents in the new era. This study employed a quasi-experimental design, focusing on second-year English majors at a university, and established an AI-enhanced teaching experimental group alongside a traditional classroom control group for a 16-week instructional period. Comprehensive analysis combining quantitative assessments and qualitative interviews demonstrated that generative artificial intelligence integrated deeply into classroom activities effectively fostered students' abilities in text deconstruction, logical reasoning, and critical reflection. Specifically, the experimental group showed statistically significant improvements in argumentative writing quality, analytical reading depth, and reflective thinking capacity compared to the control group. Qualitative interview data further revealed that students perceived the AI-enhanced environment as more engaging and supportive of autonomous critical inquiry. The findings validate the scaffolding role of generative AI in foreign language critical thinking education, providing empirical support and a practical framework for advancing reading and writing courses in English programs. This study contributes to the growing body of literature on technology-enhanced language pedagogy and offers actionable insights for curriculum designers and educators seeking to harness artificial intelligence for meaningful pedagogical improvement.