ARTIFICIAL INTELLIGENCE USE AND EFL LEARNERS’ DEVELOPMENT: EXPLORING THE RELATIONSHIP BETWEEN AI DEPENDENCE, CRITICAL THINKING, ACADEMIC WRITING, AND ENGLISH LANGUAGE DEVELOPMENT

Abstract

The rapid development of generative artificial intelligence (AI) has significantly transformed English as a Foreign Language (EFL) learning. AI-powered tools such as ChatGPT, Grammarly, QuillBot, and other language-learning applications provide learners with immediate feedback, linguistic support, vocabulary assistance, and opportunities for independent learning. However, the increasing availability of these technologies has also raised concerns regarding learners’ dependence on AI and its potential consequences for critical thinking, academic writing, learner autonomy, and long-term English language development. This conceptual article explores the relationship between AI use and EFL learners’ cognitive and linguistic development, with particular attention to AI dependence as a potential risk factor. Drawing on recent empirical studies and theoretical perspectives, the article argues that AI should not be viewed as either an inherently beneficial or harmful educational technology. Rather, its impact depends on the intensity, purpose, and manner of use. While appropriately guided AI use can support writing quality, linguistic accuracy, vocabulary development, and learning motivation, excessive reliance may reduce learners’ engagement in independent reasoning, idea generation, problem-solving, and language production. The article proposes an integrated conceptual framework connecting AI use, AI dependence, critical thinking, academic writing, and English language development. It further highlights the importance of AI literacy, learner autonomy, and pedagogically structured human–AI collaboration. The article concludes that longitudinal research is needed to determine whether frequent AI use produces sustainable language development or gradually increases learners’ cognitive and linguistic dependence on artificial intelligence.