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The Impact of Artificial Intelligence on Language Learners’ Critical Thinking Skills, Language Learning, And Academic Integrity

Author

Listed:
  • Muhammad Azim Mustaqim Bin Azman

    (Akademi Pengajian Bahasa, Universiti Teknologi MARA, Shah Alam)

  • Nurazwah Binti Musidi@Mohadih

    (Akademi Pengajian Bahasa, Universiti Teknologi MARA, Shah Alam)

  • Nuha Batrisyia Binti Khairul Azhar

    (Akademi Pengajian Bahasa, Universiti Teknologi MARA, Shah Alam)

  • Muhamad Adam Bin Ahmad Farizan

    (Akademi Pengajian Bahasa, Universiti Teknologi MARA, Shah Alam)

  • Nurul Asiqin Binti Mohamed Radzi

    (Akademi Pengajian Bahasa, Universiti Teknologi MARA, Shah Alam)

  • Mohammad Radzi bin Manap

    (Akademi Pengajian Bahasa, Universiti Teknologi MARA, Shah Alam)

Abstract

The rapid integration of Artificial Intelligence (AI) tools such as ChatGPT into academic settings has transformed the ways students engage with learning and writing. While these tools provide efficiency, idea generation, and language support, their overuse has sparked growing concerns among educators, institutions, and researchers. This paper investigates the effects of overreliance on ChatGPT in higher education, with particular focus on three key areas: critical thinking, language learning, and academic integrity. Employing a qualitative, literature-based methodology, the study systematically reviewed peer-reviewed articles published between 2020 and 2025 from databases such as Scopus, Web of Science, and ScienceDirect. Findings indicate that frequent dependence on ChatGPT can hinder students’ development of critical thinking by encouraging cognitive offloading, superficial engagement with content, and uncritical acceptance of AI-generated information. Similarly, overreliance on the tool disrupts independent language learning, as ChatGPT often provides generic, non-personalised responses that cannot replicate authentic human interaction or address complex linguistic and cultural nuances. Furthermore, the study highlights rising academic integrity concerns, including plagiarism, blurred authorship, inequities in assessment, and the inability of current institutional frameworks to detect AI-generated work effectively. While ChatGPT offers significant potential for enhancing efficiency and supporting writing mechanics, unchecked reliance poses risks to students’ creativity, autonomy, and authentic learning. The review concludes by calling for improved AI literacy among educators and students, updated institutional policies, and further empirical research to explore long-term implications. Balancing AI use with pedagogical integrity is essential to safeguard academic development and ensure ethical adoption in education.

Suggested Citation

  • Muhammad Azim Mustaqim Bin Azman & Nurazwah Binti Musidi@Mohadih & Nuha Batrisyia Binti Khairul Azhar & Muhamad Adam Bin Ahmad Farizan & Nurul Asiqin Binti Mohamed Radzi & Mohammad Radzi bin Manap, 2025. "The Impact of Artificial Intelligence on Language Learners’ Critical Thinking Skills, Language Learning, And Academic Integrity," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 9(24), pages 817-824, October.
    • Handle: RePEc:bcp:journl:v:9:y:2025:i:24:p:817-824
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    References listed on IDEAS

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    1. Naima SAHLI & Khaldia BOUGHENA & Amina ABDELHADI, 2024. "A Systematic Review Of Empirical Studies On The Impact Of Artificial Intelligence On University Students’ Writing Skills," Annals of the University of Craiova, Series Psychology, Pedagogy, Teacher Training Department, University of Craiova, vol. 46(2), pages 285-297, December.
    2. Michael Gerlich, 2025. "AI Tools in Society: Impacts on Cognitive Offloading and the Future of Critical Thinking," Societies, MDPI, vol. 15(1), pages 1-28, January.
    3. Chitra Dhanapal & N. Asharudeen & Sabina Yasmin Alfaruque, 2024. "Impact of Artificial Intelligence Versus Traditional Instruction for Language Learning: A Survey," World Journal of English Language, Sciedu Press, vol. 14(2), pages 182-182, March.
    4. Eriona Çela & Mathias Mbu Fonkam & Rajasekhara Mouly Potluri, 2024. "Risks of AI-Assisted Learning on Student Critical Thinking: A Case Study of Albania," International Journal of Risk and Contingency Management (IJRCM), IGI Global Scientific Publishing, vol. 12(1), pages 1-19, January.
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