Implication of Gen-AI-integrated ELT instruction on students’ critical thinking in academic writing

This study investigated the implication of Generative AI (GenAI)-Integrated ELT Instruction on the critical thinking in academic writing of Grade 12 TVL and ABM students at Hinlayagan National High School. Using an embedded mixed-methods research design, the researcher compared a traditional English Language Teaching (ELT) method with a GenAI-integrated ELT instruction. Quantitative analysis through T-test results revealed a significant performance gap: while the traditional group demonstrated substantial gains, the experimental group showed a measurable decline in critical thinking in academic writing. Qualitative findings identified a "productivity paradox," where students utilized GenAI to bypass the "time tax" of drafting, resulting in skill atrophy. This over-reliance led to "cognitive debt," where the ease of the technology caused a loss of original reflection and independent critical thinking in answering essay writing tasks.The study concludes that without a structured pedagogical framework in integrating GenAI may lead to cognitive stagnation, GenAI tends to substitute for rather than supplement human logic. To mitigate these risks, the research proposes the Critical-Scaffolding (CS) Framework, which redefines the teacher’s role as a critical evaluation coach. This framework advocates for "GenAI-required" tasks that align with DepEd standards to ensure mandatory cognitive engagement and the protection of authentic academic authorship.