AI dependency and its impact on critical thinking and writing skills in the context of GfL: A cross-national perspective

Abstract

The application of artificial intelligence (AI) in learning and writing German has been expanding rapidly. Although AI has been increasingly employed to assist in writing tasks, concerns have emerged regarding its potential impact on users’ ability for critical thinking and writing independence. Moreover, examples of comparative research between educational and cultural context are limited. This research investigates learners’, teachers’ and lecturers’ perceptions regarding the influence of AI dependency on critical thinking and German writing in Indonesia, Thailand, Algeria, and Germany. The research design is a cross-national descriptive survey, utilizing both qualitative and quantitative data. A web-based questionnaire consisting of closed- and open-ended questions was used for data collection. A total of 174 participants were recruited. Quantitative data were tested using non-parametric tests, and qualitative responses were thematically analyzed. The findings reveal significant differences in people’s perceived reliance on AI across countries. Participants from Indonesia and Thailand reported higher AI use than those from Germany, while respondents from Algeria indicated a moderate level. For all countries, AI was perceived as helpful in increasing grammar precision and structuring ideas in German writing. Meanwhile, there were mixed opinions on critical thinking. Some participants felt that AI assisted in critical thinking, while others were concerned that frequent use reduced the ability to reason independently when writing. In conclusion, AI seems to play a significant complex role in the writing process. Although it can improve writing efficiency, care must be taken to ensure that critical thinking and writing skills are not weakened.