Investigating the Use of ChatGPT in Enhancing Critical Thinking Skills and Argumentative Writing among Iranian Intermediate EFL Learners

With the growing role of artificial intelligence in education, there is increasing interest in exploring how tools like ChatGPT can enhance critical thinking and writing skills among EFL learners. In response to this emerging interest, this study investigated the effectiveness of ChatGPT in fostering critical thinking and enhancing argumentative writing skills among Iranian EFL learners. Adopting a quasi-experimental research design, the study involved 40 lower-intermediate learners, who were assigned to either an experimental group, receiving ChatGPT-assisted instruction, or a control group, following conventional teacher-led methods. To ensure homogeneity in English proficiency, participants were selected based on their performance on the Oxford Placement Test. Pre- and post-intervention assessments comprised the Watson-Glaser Critical Thinking Appraisal (2002), and argumentative essays were evaluated using Weir’s (1990) analytic rubric. Throughout eight weekly sessions, the experimental group utilized ChatGPT for idea generation, feedback, and iterative revisions, whereas the control group engaged in traditional writing exercises. The results of the Independent Sample t-tests indicated that the experimental group exhibited statistically significant improvements in argumentative writing and critical thinking compared to the control group. The interactive and adaptive affordances of ChatGPT facilitated reflective reasoning, logical argumentation, and metacognitive engagement, thereby addressing prevalent challenges faced by Iranian EFL learners, particularly their limited exposure to critical thinking instruction. These findings underscore the potential of AI-driven tools such as ChatGPT to supplement traditional EFL pedagogy by promoting higher-order cognitive skills and fostering more interactive and dynamic learning environments.