Do AI chatbot-integrated writing tasks influence writing self-efficacy and critical thinking ability? An exploratory study

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Emerging discussions have boomed in relation to recent trends and applications of generative artificial intelligence in education, but few attention were paid to AI chatbots in terms of critical thinking ability and second language (L2) writing self-efficacy. To address such research gap, this study aims to delve into effectiveness of AI chatbot-integrated writing tasks on critical thinking ability and writing self-efficacy among vocational college students. Followed the quasi-experiment design, this study recruited 80 first-year vocational college students from two intact class. Throughout seven-week's instruction, quantitative data were collected with pre- and post-questionnaires of writing self-efficacy and critical thinking ability. The results revealed no statistical difference in terms of both critical thinking ability and writing self-efficacy even with greater increase among the experimental group than that of the control peers. Further analysis of each dimension demonstrated the statistical difference of language construction, indicating that vocational college students with limited language proficiency strive to promote language organization in their writings in terms of critical thinking ability development. The research contributes valuable empirical evidence of incorporating generative AI chatbots into L2 writing by extending the Cognitive Load Theory and Social Cognitive Theory. It also underscores the need to leveraging AI chatbots as tools for cognitive transformation rather than mere procedural assistance, and relevant training programs are essential to optimize the educational benefits of AI tools and cultivate digital literacy among vocational college learners.