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The integration of AI technology and critical thinking in English major

education in China: Opportunities, challenges, and future prospects

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DOI: 10.29140/dal.v1.2256

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 Digital Applied Linguistics
ISSN 2982-2300

https://www.castledown.com/journals/dal/

Digital Applied Linguistics, 1, 2256 (2024)

https://doi.org/10.29140/dal.v1.2256

The integration of AI technology and critical thinking

in English major education in China: opportunities,
challenges, and future prospects
ZHIFENG HAOa
FAN FANGb
JIAN-E PENGb
College of Science, Shantou University, bCollege of Liberal Arts, Shantou University
a

Abstract
This paper addresses the call to integrate Artificial Intelligence (AI) technology and
critical thinking in English major education in China. By examining the perspectives
of university, college, and departmental leaders at Shantou University, this paper
explores the integration of AI and critical thinking in English major education in China,
focusing on opportunities, challenges, and future directions. Through a polylogue with
institutional leaders at Shantou University, the paper provides insight into how AI tools
can enhance personalized learning, improve academic outcomes, and better prepare
students for the global workforce. However, the findings also highlight the ethical and
pedagogical challenges of AI, such as the risk of exacerbating educational inequalities and
compromising critical thinking. The paper advocates for an approach that balances AI
proficiency with the development of independent thinking, ensuring that students are well
equipped for the future.
Keywords: AI in education; critical thinking; English major; China; higher education;
curriculum innovation

Introduction
The swift progression of Artificial Intelligence (AI) technology has led to transformative
changes across numerous sectors, notably higher education. This evolution has sparked
a growing demand to embed AI into curriculum development (Kostka & Toncelli, 2023;
Southworth et al., 2023; Zhang et al., 2023). As educational institutions worldwide increas-
ingly integrate AI technologies into their curricula, understanding the potential benefits
and challenges of such integration has become critical areas of inquiry (Jeon et al., 2024;

Copyright © 2024 Received XXX XX, XXXX

Zhifeng Hao, Fan Fang & Jian-E Peng Accepted XXX XX, XXXX
2 The integration of AI technology and critical thinking in English major education in China

Zhang & Cao, 2022). This integration not only promises to enhance language learning expe-
riences by providing personalized feedback but also poses challenges such as assessing learn-
ing outcomes, addressing ethical concerns, and preparing educators and students for a rapidly
changing technological landscape in the domain of digital applied linguistics. Consequently,
these developments necessitate a comprehensive examination of how AI can be effectively and
ethically incorporated into language education practices to maximize its benefits while mitigat-
ing potential challenges.
AI has been increasingly adopted in educational contexts, offering personalized learning expe-
riences, enhancing teaching efficiency, and providing data-driven insights into student learning
patterns and guiding educators into an era of pedagogical innovation. Recently, AI has been uti-
lized to improve the technological literacy of graduates to enhance competitiveness in the global
market (Milberg, 2024). In the context of English language education, particularly writing, AI
has the potential to revolutionize traditional teaching methods by offering tailored feedback,
facilitating interactive learning experiences, and supporting language acquisition through tools
such as automated essay scoring and intelligent tutoring systems (Teng, 2024), suggesting “a
community of practice centered on the exploration of ChatGPT” that may possibly help educa-
tors and students feel confident in “experimenting with AI applications and addressing associ-
ated challenges” (p. 54). However, this also requires an enhancement of teachers’ and students’
AI-related digital competences in higher education “to create meaningful learning environments
to deepen students’ learning experiences and boost their capacities” (Ng et al., 2023, p. 138).
At this pivotal moment in education, the integration of AI technology and critical thinking
into English major education in China represents a significant area of exploration. This paper
examines how these elements can be woven into the curriculum to enhance both language
teaching and learning outcomes. The integration of AI and critical thinking is crucial because
it addresses the evolving demands of the 21st-century workforce, which increasingly values
cognitive skills such as problem-solving, analytical thinking, and adaptability (Luckin et al.,
2016). Critical thinking is a key ability in education, which is widely recognized as a funda-
mental skill, particularly in language studies, that enables students to analyze texts, construct
coherent arguments, and engage in reflective thought (Yuan & Liao, 2023). The development
of critical thinking skills is essential for preparing students to navigate the complexities of the
modern world using a foreign language, where they must critically evaluate information and
make informed decisions (Wale & Bishaw, 2020; Yin et al., 2023).
While AI presents numerous opportunities to enhance learning, there is also a concern that
over-reliance on AI tools might diminish students’ critical thinking skills. This concern stems
from the potential for AI to provide answers and solutions too readily, which might lead stu-
dents to engage less deeply with the learning material (Kim et al., 2022). While AI in education
offers numerous advantages, it also presents considerable ethical and practical challenges. One
major concern is the potential for AI to exacerbate existing inequalities within the educational
system. Additionally, the inherent biases in AI algorithms raise questions about fairness and
equity in their application (Adıgüzel et al., 2023). To address this issue, it is crucial to explore
how AI can be integrated into educational contexts in ways that actively support and enhance
critical thinking. Focusing on a university in Southeast China, this paper investigates strategies
for integrating AI into English major education to bolster, rather than undermine, the cultiva-
tion of critical thinking skills. The study employs a polylogue format, engaging with multiple
stakeholders, including educators, administrators, and AI experts, to gather diverse perspec-
tives on the opportunities and challenges associated with this integration.
We utilized a polylogue format to better understand the complexity of AI and critical think-
ing in education as well as in program development, bringing together three individuals with

Digital Applied Linguistics, Volume 1 (2024)

The integration of AI technology and critical thinking in English major education in China3

different expertise and experiences in education and language education: Zhifeng Hao serves as
the current president of Shantou University, bringing a wealth of expertise in the fields of AI and
Mathematical Modeling. His leadership is characterized by a strong commitment to integrating
advanced technological insights into the university’s strategic vision, fostering innovation and
academic excellence. Jian-E Peng holds the position of deputy dean at the College of Liberal
Arts, Shantou University. Her research has significantly contributed to various areas, including
learner motivation (Peng & Woodrow, 2010). She has also made substantial advancements in
computer-assisted language learning, collaborating with Jiang to explore the impact of technol-
ogy on language education (Jiang & Peng, 2023). Additionally, her research on teacher devel-
opment highlights her dedication to improving educational practices and supporting educator
growth (Peng et al., 2023). Fan Fang is the head of the Department of Foreign Languages and
Literature within the College of Liberal Arts. Since completing his PhD in 2015, Fang has con-
centrated his research on sociolinguistics, delving into areas such as global Englishes, language
ideology, language policy, and translanguaging. His scholarly work, including collaborations
with Hu and Liu, has provided valuable insights into the dynamic nature of language in a glo-
balized world (Fang, 2020; Fang & Hu, 2022; Fang & Liu, 2020). Fang’s contributions continue
to influence contemporary discussions on language and identity, reflecting his commitment to
advancing sociolinguistics in the digital landscape. According to Ferrara (2000), a polylogue
provides “a way for each writer to reflect and respond to another writer, but also to serve as a
point of analysis for the next team of instructors who would continue developing the collabora-
tive course” (p. 56). It is hoped that this polylogue may serve as a foundation for future research
and curriculum development, offering valuable insights for educators, program developers, and
policymakers seeking to integrate AI and critical thinking into English major education, not
only in China but also in other educational contexts globally. This polylogue aims to address the
following questions:

1) To what extent is AI and critical thinking important in foreign language education, partic-
ularly for English language major students;
2) What are the opportunities and challenges of incorporating AI and critical thinking in
English major programs in China; and
3) What are the future opportunities for incorporating AI and critical thinking in English
major programs in China?

Literature Review
AI Technology in Education
The integration of AI into education, particularly in language learning, has been the subject of
extensive research over the past decade. AI technologies such as natural language processing
(NLP), machine learning, and adaptive learning systems have shown promise in enhancing
language acquisition and providing personalized learning experiences (Luckin et al., 2016).
For instance, some AI-powered platforms have been used to effectively deliver language learn-
ing through personalized lessons tailored to individual learners’ needs (Kaswan et al., 2024;
Wei, 2023).
AI’s ability to provide real-time feedback and adaptive learning pathways is particularly ben-
eficial in language education, where practice and reinforcement are critical (Crompton et al.,
2024; Ouyang & Jiao, 2021). Ouyang and Jiao (2021) proposed three paradigms for AI in edu-
cation, namely, “AI-directed, learner-as-recipient,” “AI-supported, learner-as-collaborator,”
and “AI-empowered, learner-as-leader.” The authors emphasized a need to incorporate AI in

Digital Applied Linguistics, Volume 1 (2024)

4 The integration of AI technology and critical thinking in English major education in China

the pedagogical, social, cultural, and economic dimensions of education to enhance technology
use in the learning process (Ouyang & Jiao, 2021). They also emphasized the need for mod-
ern education “to foster learner-centered learning, human agency, and lifelong learning in the
current innovation-driven knowledge age” (p. 2). Similarly, studies have shown that AI-driven
tools can improve students’ language proficiency by providing instant feedback on grammar,
vocabulary, and pronunciation (Hwang et al., 2020). Moreover, AI can facilitate more interac-
tive and engaging learning experiences, allowing students to practice language skills in simu-
lated contexts that mimic real-world scenarios (Dai & Ke, 2022; Kessler, 2018).
However, previous studies have also highlighted potential challenges associated with AI in
education. One significant concern is the risk of algorithmic bias, where AI systems may perpet-
uate existing inequalities or reinforce stereotypes (Heinrichs, 2022). Additionally, the ethical
implications of AI use in education, such as data privacy and the potential for surveillance, are
critical areas that require careful consideration (Selwyn, 2022). In relation to language learn-
ing, for instance, AI could discriminate against non-native accents. Similar concerns are linked
to minoritized students and teachers as well as other vulnerable groups in society (Birhane &
Van Dijk, 2020), as Selwyn (2022) noted:

Any instance of some people being disempowered and disadvantaged by the

implementation of AI technologies in education is accompanied by others
being empowered and advantaged. As such, any particular AI technology might
appear to work perfectly well, and be of great advantage, for many teachers and
students. Nevertheless, for many others, the same technology can simultane-
ously be experienced in harmful ways. (p. 624, italics original)

In summary, while incorporating AI in education offers numerous benefits, such as personal-

ized learning, enhanced efficiency, and access to a wealth of resources, it is equally important
to acknowledge potential downsides. These include concerns around data privacy, discrimi-
nation in education, over-reliance on technology, and the risk of diminishing students’ critical
thinking and creativity. As we embrace AI in the classroom, it is crucial to balance its use with
fostering critical thinking skills, especially in language education. The next section will review
and explore the concept of incorporating critical thinking into language learning, ensuring stu-
dents not only master linguistic skills but also become thoughtful, independent thinkers in an
AI-driven world.

Critical Thinking in Language Education

Critical thinking has long been recognized as a cornerstone of higher education, particularly in
relation to the English language and literature (Yuan & Liao, 2023). It involves the ability to
analyze, evaluate, and synthesize information as well as to reason logically and make informed
judgments. In language education, critical thinking is essential for tasks such as interpreting
texts, engaging in debates, and constructing persuasive arguments (El Majidi et al., 2023; Wang
et al., 2021).
Previous studies on critical thinking in education have emphasized the importance of foster-
ing this skill through pedagogical approaches, such as inquiry-based learning, problem-based
learning, and Socratic questioning (Paul & Elder, 2006). These methods encourage students
to actively engage with content, question assumptions, and develop their own interpretations.
Despite its importance, critical thinking is often underdeveloped in educational systems
that prioritize rote learning and standardized testing (Rear, 2019). In China, the traditional
emphasis on memorization and exam performance has been identified as a barrier to the

Digital Applied Linguistics, Volume 1 (2024)

The integration of AI technology and critical thinking in English major education in China5

development of critical thinking skills (Yuan et al., 2022), highlighting the need for curriculum
reforms that prioritize critical thinking alongside content knowledge. For example, Wang et al.
(2021) studied the integration of critical thinking and critical pedagogy in a traditional inter-
cultural communication course. By organizing workshops and providing supplementary read-
ings, the concept of critical thinking was gradually embedded in students’ minds. Through this
approach, students learned to challenge the essentialist view of culture and the narrow concept
of native speakerism in language learning.
The integration of AI into education presents both opportunities and challenges for the
development of critical thinking skills. On the one hand, AI tools can support critical think-
ing by providing students with access to diverse perspectives, facilitating data analysis, and
offering platforms for collaborative problem-solving (Holmes et al., 2019). For example,
AI-powered debate platforms can help students practice constructing and defending argu-
ments, while AI-driven data analysis tools can aid in the critical evaluation of information.
On the other hand, there is a risk that over-reliance on AI tools may lead to a decline in crit-
ical thinking and autonomous learning (El Majidi et al., 2023). If students become depen-
dent on AI for information retrieval and decision-making, they may be less likely to engage
in deep, reflective thinking (Hao et al., 2024). This underscores the importance of integrat-
ing AI in a way that enhances, rather than replaces, critical thinking. Educators must strike a
balance between leveraging AI’s capabilities and fostering students’ independent thinking
skills. Currently, efforts in this area are somewhat lacking. This paper explores the integration
of AI and critical thinking in foreign language education from the perspectives of leaders and
experts in the field.

The Macro Perspective of Incorporating AI and Critical Thinking in Foreign

Language Education
Zhifeng Hao
From an institutional perspective, the integration of AI and critical thinking into foreign
language education represents a strategic opportunity to enhance the quality of education and
better prepare students for the demands of the modern workforce, especially for students with
majors of arts and humanities. The transition to the AI era has led to new understandings of
education for foreign language major students, as traditional language skills can be performed
by AI chatbots. Consequently, it is crucial to incorporate critical thinking when redesigning
curricula and syllabi for these students to meet their future needs. As President of Shantou
University, I view this integration as essential for maintaining the relevance and competitive-
ness of our academic programs.
Furthermore, the integration of AI and critical thinking not only enhances the quality of for-
eign language education but also cultivates a new generation of learners equipped with both
technical proficiency and cognitive agility. In a world where AI can handle many traditional
language tasks—such as translation, grammar correction, and language practice—it is critical
that we shift our focus toward developing higher-order thinking skills.
Shantou University has a long history of offering Integrated Learning as a compulsory course
for all students; however, it has recently been changed to an elective course. Despite this, differ-
ent major programs are still encouraged to offer courses that incorporate critical and integrated
thinking to better cultivate students’ critical thinking skills and prepare them for future chal-
lenges. By incorporating critical thinking into the curriculum, we empower students to analyze,
evaluate, and interpret complex information, allowing them to engage more deeply with lan-
guage and culture. This approach fosters creativity, problem-solving, and adaptability—skills
that are increasingly valuable in the global job market. At Shantou University, we recognize that

Digital Applied Linguistics, Volume 1 (2024)

6 The integration of AI technology and critical thinking in English major education in China

this shift is not merely a trend but a necessity to prepare our students for leadership roles in a
rapidly evolving world. The integration of AI and critical thinking will ensure that our gradu-
ates are not only proficient in foreign languages but also capable of navigating and thriving in
diverse, tech-driven environments.

Strategic Vision for Integration

The strategic vision for integrating AI and critical thinking into our curriculum is rooted in the
understanding that the future of education lies at the intersection of technological advance-
ments and cognitive skills development. By incorporating AI tools into our English major pro-
grams, we aim to provide students with personalized and adaptive learning experiences that
traditional methods cannot always offer. These AI-driven tools can support students at different
proficiency levels, bridging gaps in learning by offering tailored resources, real-time feedback,
and customized learning paths. Whether students struggle with language acquisition or excel
in advanced topics, AI can cater to individual learning needs, making education more inclusive
and efficient. Moreover, this integration allows educators to shift the focus from repetitive tasks,
such as grammar correction, to fostering deeper engagement with language and culture, creating
a more enriching educational environment. This aligns with the requirements of the Chinese
Ministry of Education (MOE) to promote the incorporation of AI into foreign language learning.
However, the successful integration of AI must be accompanied by the cultivation of criti-
cal thinking skills. While AI is a powerful and transformative tool, it can only be as effective
as the individuals who harness it. As AI becomes increasingly capable of generating insights
and automating processes, students must develop the ability to critically evaluate the infor-
mation AI provides. This includes questioning the accuracy, reliability, and biases present in
AI-generated content as well as understanding the broader ethical implications of using such
technologies. Our aim is to ensure that students are not only proficient in operating AI technol-
ogies but are also capable of making informed, ethical decisions about the use of these tools. By
fostering a dual emphasis on AI proficiency and critical thinking, we are preparing our grad-
uates to excel in an increasingly AI-driven world, where the ability to think critically and use
technology responsibly will be paramount to success.

Institutional Challenges and Solutions

One of the primary challenges we face in implementing this vision is the varying levels of tech-
nological infrastructure across the university. While some departments are well equipped to
integrate AI tools into their curricula, others may lack the necessary resources or expertise.
To address this issue, we are committed to investing in the necessary infrastructure and pro-
viding ongoing professional development for our faculty. This will ensure that all departments
have the tools and knowledge they need to effectively incorporate AI and foster critical thinking
in their students.
Another challenge is the potential resistance to change from both faculty and students. The
integration of AI represents a significant shift in how education is delivered, and it is natural
for there to be some hesitation. To overcome this, we are fostering a culture of innovation and
continuous learning within the university. By involving faculty and students in the development
and implementation of AI-driven initiatives, we can build a sense of ownership and encourage
a more positive attitude toward change.

Jian-E Peng
As deputy dean of the College of Liberal Arts, I am particularly focused on the pedagogical
implications of integrating AI and critical thinking into our curriculum. The potential for AI

Digital Applied Linguistics, Volume 1 (2024)

The integration of AI technology and critical thinking in English major education in China7

to enhance student learning is immense, but it is essential that we approach this integration
thoughtfully and deliberately.

Pedagogical Innovations
One of the key pedagogical innovations we are exploring is the use of AI-driven tools to sup-
port critical thinking. For example, AI-powered platforms can facilitate collaborative learning
experiences, where students work together to solve complex problems or analyze texts. These
platforms can provide real-time feedback, helping students refine their thinking and develop
more sophisticated arguments. We are also looking at ways to use AI to personalize learning
experiences for our students. By analyzing data on student performance, AI tools can identify
areas where individual students may need additional support and provide targeted resources to
address these needs. This personalized approach can help ensure that all students are develop-
ing their critical thinking skills, regardless of their starting point.
In addition to fostering collaborative and personalized learning experiences, AI-driven tools
can also enhance students’ engagement with complex materials by offering adaptive challenges
that grow with their critical thinking abilities. For instance, AI can dynamically adjust the diffi-
culty level of tasks based on a student’s progress, ensuring that they are continually pushed to
think more deeply and critically. This adaptive learning not only prevents students from becom-
ing disengaged due to tasks being too easy or too difficult but also promotes a growth mindset
by allowing them to gradually build confidence in their analytical abilities. Furthermore, AI can
introduce diverse perspectives by incorporating a variety of viewpoints and sources into discus-
sions, encouraging students to consider multiple angles and question their assumptions. This
approach helps cultivate a more well-rounded understanding of issues, promoting the develop-
ment of higher-order thinking skills such as synthesis, evaluation, and reflection. By leveraging
AI in these ways, we are creating a more dynamic, interactive, and engaging environment of our
college that supports the continuous development of English major students’ critical thinking
abilities throughout their academic journey.

Development of Curriculum
The development of a curriculum that effectively integrates AI and critical thinking requires
careful planning and collaboration across departments. We are working closely with our
colleagues in computer science, education, and other relevant fields to design courses and
modules that incorporate AI tools while maintaining a strong emphasis on critical thinking.
This endeavor requires support from the university. Echoing the president, I believe that a
specific program for English majors focused on AI and critical thinking would be a good start.
One of the challenges we face in this process is balancing the use of AI with more traditional
teaching methods. While AI can provide valuable insights and support, it is important for stu-
dents to also engage in activities that require them to think critically and independently. To
achieve this balance, we are adopting a blended learning approach, where AI tools are used
to complement, rather than replace, traditional classroom instruction.
Successful implementation of this blended learning approach requires ensuring that AI tools
are seamlessly integrated into the curriculum without overshadowing the importance of tra-
ditional, human-centered teaching methods. For instance, while AI can provide automated
feedback on grammar, structure, and even style in writing assignments, students still need the
opportunity to engage in deep discussions, debates, and hands-on projects that foster criti-
cal thinking and creativity. In these activities, students must analyze, synthesize, and evalu-
ate information independently, building their reasoning and problem-solving abilities without
over-relying on AI assistance. By combining AI’s strengths—such as personalized feedback

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8 The integration of AI technology and critical thinking in English major education in China

and data-driven insights—with traditional methods like group discussions, peer review, and
instructor-led critical analysis, we can create a holistic learning environment that nurtures
both technological proficiency and cognitive growth. Moreover, instructors play a crucial role
in guiding students to use AI as a tool to enhance their learning rather than as a crutch, help-
ing them understand when and how to critically assess AI-generated output. This balanced
approach ensures that students remain active participants in their learning process, developing
not only technical skills but also the critical and independent thinking abilities that are essen-
tial for success in the modern world.

Fan Fang
As Head of the Department of English Language and Literature, I am particularly concerned
with ensuring that our students are not only proficient in English but also equipped with the
critical thinking skills they need to succeed in their future careers.

Department Initiatives to Integrate AI into Curriculum Courses

We have encouraged our faculty members to integrate AI and critical thinking into our English
major curriculum. This includes faculty development workshops focused on the use of AI tools
in the classroom as well as student workshops designed to help students develop both their
AI literacy and critical thinking skills. We are happy to see that a course on academic writing
has been selected as the first “AI + Curriculum” cultivation course. One of our key initiatives is
the development of a new course on AI and language learning, which will introduce students
to the ways in which AI is transforming the field of language education. This course will not
only provide students with practical skills in using AI tools but also encourage them to critically
evaluate the impact of AI on language learning and communication.
Building on these efforts, we are also exploring opportunities to embed AI and critical
thinking into other areas of the curriculum, ensuring that students across different language-
focused courses benefit from this innovative approach. The success of the academic writing
course as part of the “AI + Curriculum” initiative has already demonstrated the potential for
integrating AI in meaningful ways that enhance both learning outcomes and student engage-
ment. The new course on AI and language learning is an exciting extension of this initiative.
In addition to introducing students to cutting-edge AI technologies, such as machine transla-
tion, speech recognition, and language learning platforms, the course will also emphasize the
critical examination of AI’s role in education and communication. Students will be challenged
to reflect on how AI tools shape their understanding of language, cultural nuances, and human
interaction, considering questions about bias, accuracy, and the future of language-related
professions. By engaging with these topics, students will develop technical proficiency as well
as the analytical skills needed to assess the broader implications of AI in their future careers,
ensuring they are well-prepared for the evolving demands of the global workforce.

Student Engagement
As mentioned by Professor Peng regarding the balance of AI-driven learning and traditional
language learning classrooms, engaging students in the integration of AI and critical thinking is
essential to the success of our initiatives. We are adopting a student-centered approach, where
students are actively involved in the learning process and encouraged to take ownership of
their education. To support this, we are incorporating project-based learning into our curric-
ulum, where students work on real-world problems that require them to apply both their lan-
guage skills and critical thinking abilities. By working on projects that involve the use of AI

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The integration of AI technology and critical thinking in English major education in China9

tools, students will gain hands-on experience and develop a deeper understanding of the poten-
tial and limitations of AI in language education.
Incorporating project-based learning into our curriculum allows students to engage more deeply
with both AI tools and critical thinking, fostering a more active and immersive learning experience.
This approach encourages students to tackle real-world challenges that require them to apply
their language skills in innovative ways, using AI to enhance their problem-solving strategies.
For example, students might work on projects such as creating language learning apps, analyzing
linguistic patterns with AI, or using AI tools to facilitate cross-cultural communication in busi-
ness settings. These projects not only provide practical, hands-on experience but also require
students to critically assess the role of AI in language learning, weighing its advantages and lim-
itations. As they collaborate on these tasks, students will develop a holistic understanding of AI’s
capabilities—as mentioned by the president—and learn to navigate its complexities while main-
taining a human-centered approach to language education. This experience will empower them
to become more independent, creative thinkers who can leverage AI technologies in a thoughtful,
ethical manner in their future careers. Ultimately, project-based learning creates an environment
in which students are not passive recipients of knowledge but active participants in their educa-
tional journey, preparing them to face the evolving challenges of the modern workforce.

Opportunities and Challenges of Incorporating AI and Critical Thinking into English

Major Programs in China
Zhifeng Hao
The integration of AI and critical thinking into English major education in China presents
significant opportunities. One of the most significant opportunities is the potential for AI to
address regional disparities in educational quality. In China, there are significant differences
in the quality of education between urban and rural areas. AI-driven tools can help bridge this
gap by providing personalized learning resources to students in under-resourced areas, ensur-
ing that they receive the same level of education as their urban counterparts. AI also offers the
potential to better prepare students for the global job market. As AI becomes increasingly prev-
alent in various industries, graduates with both AI literacy and strong critical thinking skills
will be in high demand. By integrating these elements into our English major programs, we can
ensure that our students are well prepared for the challenges and opportunities of the future.
Despite these opportunities, there are also significant challenges associated with the technolog-
ical integration of AI into education, including the capability of teachers to incorporate AI and
critical thinking into educational programs. Many educators lack familiarity with AI tools, or the
pedagogical strategies needed to foster critical thinking, making faculty development a key prior-
ity. Providing ongoing professional development, such as workshops and training sessions, will
be essential to help teachers build the necessary skills and confidence to integrate these elements
into their teaching practices. By empowering educators with the right tools and knowledge, we
can ensure the successful implementation of AI-driven and critical thinking-focused curricula.
Another challenge is the need for infrastructure development and funding support. Integrating
AI into education requires not only access to technology but also the development of new curric-
ula, teacher training programs, and support systems. This requires significant investment and
coordination between educational institutions, government agencies, and private sector partners.

Jian-E Peng
I agree with the president’s comments regarding both the opportunities and challenges of
incorporating AI and critical thinking into the English major program. For me, a professor who

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10 The integration of AI technology and critical thinking in English major education in China

is interested in statistics and quantitative approaches in language education, one of the key
academic opportunities is the potential for AI to enhance research and collaboration within the
English department. By leveraging AI tools, faculty can analyze large datasets, identify trends
in language usage, and develop new insights into language acquisition and pedagogy. This can
lead to the development of new research projects and partnerships with other academic insti-
tutions and industry partners.
AI also offers the opportunity to enhance student learning outcomes by providing personal-
ized learning experiences tailored to individual needs. Through adaptive learning platforms,
AI can identify areas where students struggle and offer targeted resources or exercises to help
them improve, allowing for more efficient and focused skill development. This not only leads to
improved academic performance but also better prepares students for the job market, equip-
ping them with the technological proficiency and language skills required in a rapidly evolving
global economy. Furthermore, by automating routine tasks, AI frees up more time for students
to engage in critical thinking and creative problem-solving, further enriching their educational
experience.
However, there are also challenges associated with the implementation of AI-driven curric-
ula. One of the primary issues is faculty readiness. Integrating AI into the curriculum requires
faculty to develop new skills and knowledge, which can be a time-consuming and challenging
process. To address this, with the support of the university and college, we are providing ongo-
ing professional development opportunities for our faculty, including workshops, seminars,
and online courses. Another challenge is student adaptability. While many students are excited
about the potential of AI, others may be hesitant or resistant to change. To address this, we
are adopting a gradual approach to integration, where AI tools are introduced alongside more
traditional teaching methods. This will allow students to become familiar with the technology
at their own pace and develop the skills they need to succeed.

Fan Fang
Echoing the comments provided by the university and college leaders as well as experts in
education, I would like to mention some opportunities related to the learning process and
employability as well as ethical and pedagogical challenges that must be carefully considered.
One of the key opportunities presented by AI is its potential to significantly enhance stu-
dents’ language skills and employability. By offering personalized learning experiences and
real-time feedback, AI can help students develop their language proficiency more effectively
and efficiently. For example, AI-driven platforms can tailor exercises to individual needs,
addressing specific areas for improvement and providing instant corrections, leading to more
focused and productive learning. This level of customization can accelerate language acqui-
sition, resulting in improved academic performance and a stronger foundation in communi-
cation skills. Moreover, these enhanced language abilities, combined with the technological
fluency gained through interacting with AI tools, will make students more competitive in
the job market. Employers are increasingly seeking candidates who are not only proficient
in language but also capable of adapting to new technologies and utilizing digital tools. By
incorporating AI into language education, students will be better prepared for a tech-driven
workforce, with the advanced language proficiency and digital literacy that modern employ-
ers demand.
However, there are also significant ethical and pedagogical challenges associated with inte-
grating AI into education. One of the primary ethical concerns is the potential for AI to exacer-
bate existing inequalities. If AI tools are not equally accessible to all students, particularly those
from underprivileged backgrounds or regions with limited technological infrastructure, they

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The integration of AI technology and critical thinking in English major education in China11

may unintentionally reinforce disparities in educational outcomes. This digital divide could
result in certain students receiving enhanced learning experiences while others are left behind,
widening the gap in achievement and opportunities. Furthermore, AI has the potential to com-
promise academic integrity. As AI becomes more prevalent, there is a risk that students may
rely too heavily on AI tools for tasks like writing or problem-solving, which could diminish their
independent thinking, creativity, and problem-solving abilities.

The Future of Incorporating AI and Critical Thinking in English Major

Programs in China
Zhifeng Hao
Looking to the future, the integration of AI and critical thinking into English major education in
China offers significant potential for transforming higher education. However, it also requires
careful planning and strategic partnerships to ensure its success.
The long-term vision for integrating AI and critical thinking into English major education is
to create a more dynamic and responsive educational environment. By leveraging AI tools, we
can provide students with personalized learning experiences that are tailored to their individual
needs and interests. This will help ensure that all students, regardless of their backgrounds or
abilities, have the opportunity to succeed.
In addition to enhancing student learning, the integration of AI and critical thinking also has
the potential to transform the way we approach research and scholarship. By harnessing the
power of AI, we can analyze large datasets, identify trends, and develop new insights into lan-
guage and communication. This can lead to the development of new academic programs and
research centers focused on AI in education.
To achieve this vision, it is essential that we build strategic partnerships with industry, govern-
ment, and other academic institutions. These partnerships will provide us with the resources,
expertise, and support we need to effectively integrate AI and critical thinking into our curric-
ulum. They will also help to ensure that our graduates are well prepared for the challenges and
opportunities of the future.
Jian-E Peng
The future of AI and critical thinking integration in English major education requires a commit-
ment to ongoing curricular evolution and the pursuit of educational excellence. As AI continues
to advance, it is essential that our curriculum evolves to keep pace with these changes. This will
require a commitment to continuous curriculum review and innovation. We must be willing to
experiment with new teaching methods, tools, and technologies to ensure that our students are
receiving the most up-to-date and relevant education.
One area of potential growth is the development of interdisciplinary courses that combine AI
with other fields of study, such as linguistics, psychology, and communication. These courses
can provide students with a more holistic understanding of the ways in which AI is transform-
ing language and communication.
To sustain educational excellence in the face of rapid technological change, we must also
prioritize continuous professional development for our faculty. This will ensure that our educa-
tors are equipped with the knowledge and skills they need to effectively integrate AI into their
teaching.
In addition to faculty development, we must also strengthen student support services. As AI
becomes more prevalent in education, it is essential that we provide students with the resources
and support they need to succeed. This includes access to AI tools as well as guidance on how to
use these tools effectively and ethically.

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12 The integration of AI technology and critical thinking in English major education in China

Fan Fang
As we look to the future, it is essential that we focus on preparing our students for the chal-
lenges and opportunities that lie ahead.
One of the key ways in which we can prepare our students for the future is by equipping them
with both AI literacy and strong critical thinking skills. This will ensure that they are not only
proficient in using AI tools but also capable of critically evaluating the information and insights
these tools provide. To achieve this, we are developing new courses and modules that focus on
AI literacy, critical thinking, and their intersection with language education. These courses will
be designed to provide students with both the theoretical knowledge and practical skills they
need to succeed in a rapidly changing world.
To address the ethical issues mentioned above, we are also developing comprehensive guide-
lines and policies to ensure that AI is used in a way that supports academic growth and integ-
rity. These policies will focus on promoting responsible use of AI, ensuring that its application
complements rather than replaces critical thinking and individual effort. We are also priori-
tizing equal access to AI tools by advocating for resources and infrastructure improvements
to prevent any student from being disadvantaged due to a lack of technological access. It is, of
course, important to realize the side-effects of “unguided and unprincipled use of ChatGPT in
academic writing courses” (Yang et al., 2024, p. 18). Additionally, we will encourage educators
to balance AI integration with traditional learning methods that foster independent thought,
creativity, and ethical decision-making, ensuring that AI enhances, rather than undermines,
the educational experience for all students.

A Theoretical and Pedagogical Framework on AI and Critical Thinking Integration

To create a cohesive narrative that explains the integration of AI and critical thinking into
English major education, we organize different perspectives into a structured theoretical and
pedagogical model (see Figure 1).
The integration of AI and critical thinking into English major education serves as a transfor-
mative approach to modernizing the curriculum and enhancing student learning experiences.
At the core of this integration is the emphasis on creating a dynamic learning environment
(Adıgüzel et al., 2023). This is facilitated by establishing a clear vision and forming strategic
partnerships with industry and academic institutions. These collaborations provide essential
resources and expertise, enabling educational institutions to adapt to technological advance-
ments and prepare students for future challenges.

Figure 1 AI and critical thinking integration model.

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The integration of AI technology and critical thinking in English major education in China13

Curricular evolution and innovation play a crucial role in this framework by enabling
the development of interdisciplinary courses. These courses incorporate AI and critical
thinking, offering students a comprehensive understanding of how AI impacts language and
communication. By continuously updating the curriculum, educators can ensure that it remains
relevant and aligned with the latest technological trends. This approach not only enriches the
educational experience but also equips students with the skills needed to navigate a rapidly
changing world. However, it is important to address the concern that as students become
dependent on AI for information retrieval and decision-making, they may be less inclined to
engage in deep, reflective thinking (El Majidi et al., 2023). This suggests the importance of inte-
grating AI to enhance rather than replace critical thinking (Hao et al., 2024).
Research and scholarship enhancement is another vital component of this framework, sup-
porting AI-driven research that leads to new insights and innovations. By leveraging AI technol-
ogies, researchers can analyze large datasets and identify trends, contributing to the creation of
new academic programs and research centers focused on AI in education (Selwyn, 2022). This
research-driven approach fosters a deeper understanding of language and communication,
enhancing the overall quality of education.
Faculty and student support is essential for successful integration, as it enhances professional
development for educators and provides necessary resources for students. Continuous train-
ing ensures that educators are equipped with the skills to effectively incorporate AI into their
teaching methods. Additionally, enhanced student support services help students use AI tools
responsibly and ethically, ensuring equal access to technology and infrastructure. Incorporate
workshops and supplementary readings to embed critical thinking (Wang et al., 2021). In China,
memorization and exam performance are prioritized, necessitating curriculum reforms (Yuan
et al., 2022). In the context of the AI era, assessment practices also need to evolve. Traditional
exams may not adequately measure students’ ability to think critically and apply knowledge in
innovative ways. Critical thinking involves analyzing, evaluating, and synthesizing information,
reasoning logically, and making informed judgments (Yuan & Liao, 2023). Assessments could
incorporate more open-ended questions, reflective essays, and practical projects that require
students to demonstrate their understanding and use of AI tools.
In this framework, the ethical and responsible use of AI is a fundamental principle, ensuring
that AI serves as a complement to, rather than a replacement for, critical thinking and indi-
vidual effort. By establishing ethical guidelines and policies, educators and students are better
equipped to navigate the ethical challenges posed by AI technologies. This approach maintains
a balance between AI and traditional learning methods, fostering independent thought, creativ-
ity, and ethical decision-making. Such skills are crucial for students’ success in both academic
and professional settings. Critical thinking, the process of actively engaging with information
by breaking it down into its components, assessing its validity and relevance, and integrating
these insights to form a coherent understanding (Yuan & Liao, 2023), is essential for interpret-
ing texts, engaging in debates, and constructing persuasive arguments (El Majidi et al., 2023;
Wang et al., 2021). By integrating AI responsibly, educational frameworks can enhance these
critical thinking skills, preparing English major students to navigate complex problems and
make sound decisions in the domain of digital applied linguistics.

Concluding Remarks
The integration of AI and critical thinking into English major education in China presents
an unprecedented opportunity to transform language learning and prepare students for the
demands of an AI-driven, globalized world. By harnessing AI’s ability to personalize learning,
provide real-time feedback, and offer diverse perspectives, we can enhance students’ language

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14 The integration of AI technology and critical thinking in English major education in China

proficiency and equip them with the critical thinking skills necessary to navigate complex infor-
mation landscapes. However, to realize these benefits, it is crucial to address the associated
challenges, including ensuring equitable access to AI tools, overcoming resistance to change,
and providing adequate faculty development to effectively integrate AI into the curriculum.
Furthermore, ethical considerations surrounding AI, such as data privacy, academic integ-
rity, and the potential for exacerbating educational inequalities, must be carefully managed
through comprehensive guidelines and policies. These frameworks will help ensure that AI is
used responsibly and complements rather than replaces traditional methods of fostering inde-
pendent thought and creativity.
Looking ahead, it is essential for educational institutions to prioritize ongoing innovation in
curriculum design, interdisciplinary collaboration, and strategic partnerships with industry
and government. By doing so, we can ensure that the integration of AI and critical thinking
not only enhances English language education but also prepares graduates to succeed in an
ever-evolving, technology-driven global workforce. Ultimately, the successful implementation
of this integration will position China’s English major programs at the forefront of educational
innovation, producing a new generation of learners who are both technologically adept and
critically aware.

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Author Biodata
Zhifeng Hao (Senior Member, IEEE) received the B.Sc. degree in mathematics from Sun Yatsen
University, Guangzhou, China, in 1990, and the Ph.D. degree in mathematics from Nanjing University,
Nanjing, China, in 1995. He is currently a Professor with the College of Science, Shantou University,
Shantou, Guangdong, China. His current research interests include various aspects of algebra, machine
learning, data mining, and evolutionary algorithms.

Fan Fang obtained his PhD from the Centre for Global Englishes, University of Southampton, UK. He
is Professor of Applied Linguistics at College of Liberal Arts, Shantou University, China. His research
interests include Global Englishes, language attitude, identity, intercultural communication and language
education. He has published articles in both local and international journals including TESOL Quarterly,
System, Language Teaching Research, Language, Culture and Curriculum, Language and Educa-
tion, and Journal of Multilingual and Multicultural Development. He has published a monograph with
Routledge and several edited volumes with Routledge and Multilingual Matters.

Jian-E Peng is a professor at the College of Liberal Arts, Shantou University, China. She holds a PhD
from the University of Sydney. Her research interests include learner motivation, computer-assisted
language learning, multimodal discourse analysis, teacher development, academic writing, and research
methodology. Some of her publications include papers appearing in Language Learning, TESOL
Quarterly, Computer Assisted Language Learning, System, Journal of English for Academic Pur-
poses, Journal of Multilingual and Multicultural Development, and Linguistics and Education. She also
published a book entitled Willingness to communicate in the Chinese EFL university classroom: An
ecological perspective (2014, Multilingual Matters), a book in Chinese (2019, Sun Yat-sen University
Press), and five invited book chapters.

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