A Correlational Study of Critical Thinking and Its Relationship with AI Tool Use for Writing

Abstract

Little is known about how Critical Thinking (CT) is related to AI tool use for writing. More research is needed to help educators understand how cognitive training should be used in conjunction with AI-assisted learning practices to complement the writing process. Due to the need for further research, empirical data was collected from 650 Chinese university students via two surveys. The first survey elicited information about knowledge and support for CT, while the second gathered information about AI tool use for different writing tasks (brainstorming, resource collection, outlining, drafting, revising and editing). Results from each survey were analyzed separately and then compared using the Spearman rho formula. Learners who thought that CT was unnecessary or perceived weaknesses in their own ability to use CT tended to use AI for drafting papers. These learners relied on AI to write their essay drafts, suggesting decreased cognitive effort. In contrast, learners who thought that CT was important tended to use AI only for outlining and revision. Findings appear to suggest that learners with different levels of CT knowledge or ability need specialized training. Cultivation of effective CT skills and AI-assisted learning practices may require a targeted approach at each stage of the writing process, which is based upon individual learner needs.