DOI
https://doi.org/10.47689/2181-3701-vol3-iss4-pp13-19Keywords
Generative AI , cognitive skills , language education , metacognition , critical thinking , reflective pedagogy , cognitive transfer , educational technology , AI-mediated learning , digital literacyAbstract
Generative artificial intelligence (AI), especially large language models (LLMs), has become one of the most transformative yet debated innovations in education. Advocates contend that AI can act as a strong cognitive scaffold, providing personalized feedback and encouraging higher-order thinking. Critics, however, warn about superficial engagement, cognitive offloading, and algorithmic biases that could weaken deeper learning. This paper explores whether generative AI can genuinely support the development of cognitive skills in English as a Foreign Language (EFL) education. Using Vygotsky’s sociocultural theory and Bloom’s taxonomy, it investigates how AI-facilitated Socratic dialogue, reflective learning logs, and genre transformation tasks can promote analytical reasoning, metacognitive awareness, and skill transfer. However, risks like “illusory facilitation” and digital inequalities highlight the importance of careful pedagogical integration. By incorporating AI into reflective practices, critical questioning, and peer collaboration, teachers can turn it from a passive tool into a proactive partner in fostering independent, critical, and socially responsible learners.
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