Impact of AI-Supported Multimodal Learning Environments on EFL Students’ Critical Thinking and Self-Regulation

Abstract

This quasi-experimental study investigates the effect of AI-enhanced multimodal learning environments on improving the critical thinking and self-regulation abilities of English as a Foreign Language (EFL) students in a primary school in Shanxi Province, China. This study had 220 participants, categorized into experimental and control groups. The experimental group participated in learning activities utilizing AI tools like ChatGPT and multimodal resources, whilst the control group adhered to a conventional instructional method. Pre-tests and post-tests were conducted to assess variations in critical thinking and self-regulation. Statistical analysis revealed that students in AI-supported multimodal environments significantly outperformed their peers in critical thinking and self-regulation. These findings indicate that the incorporation of AI technologies in EFL primary education can significantly enhance higher-order thinking and autonomous learning skills. The study enhances the existing research on the efficacy of AI in educational environments and offers practical guidance for educators seeking to adopt AI-augmented learning methodologies in analogous scenarios.