BASE REVISION SISTEMATICA

The use of Artificial Intelligence tools in language education is an emerging trend in educational settings. Existing literature highlights the potential of AI applications to enhance English as a Foreign Language (EFL) learners' skills, including receptive and productive abilities, vocabulary acquisition, and intercultural awareness. Despite these promising outcomes, systematic reviews exploring how AI technologies contribute to the development of critical thinking in EFL students remain limited. This systematic review examines the contributions of AI tool implementation to the development of critical thinking in EFL students, identifying the methodologies used and findings obtained across different educational contexts. Articles from reputable journal databases such as ERIC, Scopus, Scielo, WOS, and Science Direct were screened by reviewing titles, abstracts, and full texts. Of the 1,319 articles analyzed, only 30 published between 2015 and 2024 were found relevant to the research topic. The findings suggest the potential of AI tools in fostering critical thinking when thoughtfully integrated with pedagogical strategies in the EFL classroom. Future research could explore the long-term effects of AI tools on critical thinking and address ethical and cultural challenges to ensure equitable adoption.

人工智能（Artificial Intelligence）工具在语言教育中的应用，是当前教育场景下的新兴趋势。现有研究文献指出，人工智能应用在提升英语作为外语（English as a Foreign Language, EFL）学习者能力方面具备显著潜力，涵盖接受性与产出性技能、词汇习得以及跨文化意识培养。尽管已取得诸多颇具前景的研究成果，但针对人工智能技术如何助力EFL学习者批判性思维培养的系统综述仍较为匮乏。本项系统综述聚焦人工智能工具应用对EFL学习者批判性思维培养的促进作用，梳理了不同教育场景下所采用的研究方法与所得结论。研究通过检索标题、摘要与全文的方式，从ERIC、Scopus、Scielo、WOS及Science Direct等权威期刊数据库中筛选文献。在共计分析的1319篇文献中，仅有2015年至2024年间发表的30篇文献与本研究主题相关。研究结果表明，若将人工智能工具与教学策略进行合理融合并应用于EFL课堂，可有效助力学习者批判性思维的培养。未来研究可进一步探索人工智能工具对批判性思维培养的长期影响，并应对相关伦理与文化挑战，以保障人工智能工具的公平推广与应用。