oai:eurokd.com:article/2150
2026-10-14
AI-Driven Writing Assistance in a Flipped Classroom Model: A Pedagogical Approach to Enhancing Academic Writing and Critical Thinking in EFL Learners
Volume 56
Dodi Mulyadi
Adib Jasni Kharisma
Yenni Hasnah
Pirman Ginting
Academic Writing
Critical Thinking
AI-Driven Writing Assistance
Flipped Classroom Model
<p style="text-align: justify;"><span lang="EN-GB" style="font-size: 12pt; font-family: 'Cambria', serif; color: black;">This study explores the AI-based flipped model to enhance academic writing proficiency and critical thinking among EFL learners. Employing a mixed method through a one-group pretest-posttest design, the study combined quantitative assessment using the IELTS Academic Writing Task 2 rubric and Facione's Critical Thinking framework with qualitative data drawn from open-ended post-intervention questionnaires. Descriptive statistics showed that the students' writing skills advanced from a pre-test mean of 4.75 to a post-test mean of 6.17, which stand for an average increase of 1.42 points (29.8%). Meanwhile, critical thinking scores increased from a mean of 42.87 to 68.14 with an average increase of 25.27 points (58.9%). The Wilcoxon signed-rank test further confirmed substantial rises for both outcomes (writing: Z = -5.163, p < .001; critical thinking: Z= -5.107), with the effect sizes (writing: r = .873, rrb = 1.000; critical thinking: r = .851, rrb = .976). Qualitative findings corroborated this trend, denoting significant improvements in writing organization, argument construction, evidence-based argumentation, and source evaluation. However, challenges such as over-reliance on AI output and difficulties related to adapting to self-paced learning were also observed. Implications for pedagogical design were highlighted, implying that AI-integrated flipped learning supported the teaching of writing and critical thinking skills.</span></p>
Language Teaching Research Quarterly
2026-06-08
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https://api.eurokd.com/Uploads/Article/2150/ltrq.2026.56.07.pdf
https://doi.org/10.32038/ltrq.2026.56.07
en
Pages 132–154