INVESTIGATING EFL STUDENTS’ ENGAGEMENT IN GENAI-BASED COLLABORATIVE INQUIRY FOR DEVELOPING CRITICAL THINKING IN ARGUMENTATIVE WRITING

Abstract

This study aims to investigate EFL students’ engagement in GenAI-based collaborative inquiry for developing critical thinking in argumentative writing. It employed a descriptive qualitative research design that involved 14 third-semester undergraduate students from the English Education Study Program at STIT Miftahul Midad Lumajang who participated in collaborative argumentative writing tasks supported by GenAI tools. Data were collected through semi-structured interviews, classroom observations, and document analysis to examine students’ engagement processes and the role of GenAI in their collaborative writing activities. The findings reveal that students’ engagement is reflected through three interconnected themes, namely cognitive engagement through idea development and critical thinking, social engagement through collaborative interaction, and reflective engagement through AI-mediated feedback. These findings further indicate that GenAI serves as a mediational tool that facilitates not only idea development but also collaborative dialogue and metacognitive awareness. Variations in students’ reliance on AI and their participation patterns highlight the need for pedagogical guidance to ensure meaningful engagement.  Overall, the study suggests that integrating GenAI into collaborative inquiry can provide opportunities for students to promote active participation, critical evaluation, and reflective thinking in EFL writing contexts.