DEVELOPING CRITICAL THINKING SKILLS THROUGH THE INTEGRATION OF AI TECHNOLOGIES IN READING AND WRITING WITHIN HIGHER EDUCATION IN UZBEKISTAN: A CASE STUDY OF FERGANA STATE UNIVERSITY
Keywords:
AI, writing, critical thinking, higher education, student perceptions, writing process, technology integrationAbstract
This study examines the perceptions and experiences of students in higher education regarding the use of AI tools in their writing assignments. The survey results reveal a complex landscape, where the majority of respondents regularly utilize AI-powered resources like grammar checkers and writing assistants. While many students believe these tools help them think more critically and boost their confidence, the findings also highlight key challenges, such as the difficulty in identifying reliable AI tools and the tendency to over-rely on AI. The study underscores the need for a nuanced approach to integrating AI technologies in academic writing, providing students with the necessary guidance and strategies to leverage these tools responsibly and effectively.
References
1. Liu, C., Hou, J., Tu, Y. F., Wang, Y., & Hwang, G. J. (2023). Incorporating a reflective thinking promoting mechanism into artificial intelligence-supported English writing environments. Interactive Learning Environments, 31(9), 5614-5632.
2. Malik, A. R., Pratiwi, Y., Andajani, K., Numertayasa, I. W., Suharti, S., & Darwis, A. (2023). Exploring artificial intelligence in academic essay: higher education student's perspective. International Journal of Educational Research Open, 5, 100296.
3. Varenina, L., Vecherinina, E., Shchedrina, E., Valiev, I., & Islamov, A. (2021). RETRACTED: Developing critical thinking skills in a digital educational environment.
