As part of the human-computer interaction (HCI) that artificial intelligence has, it has a specific effect on developing critical thinking skills, which is what this study is looking at. The purpose of this study was to determine the impact of AI friend apps on EFoLLe (English foreign language learners) interactions with technology. The primary focus of this paper is on a new artificial intelligence-based immersion teaching method for university-level English. Students English proficiency and CT are the primary goals of this course. This study employs mixed methods research design using an online survey and classroom observation. Both quantitative and qualitative data collection and analysis techniques helped researchers to understand deeply. Still, little research was used to look at the survey and how people acted while they were learning how to use AI to improve CT skills. The participants in this paper were polled using an online survey. A total of 453 people participated in the survey. According to the outcomes of the study, AI friends to enhance students critical thinking abilities has a positive impact among the participants. Because AI-based instruction promotes students trust, self-confidence, open-mindedness, and maturity in English, it can help them improve their critical thinking skills. This is because critical thinking skills are the foundation for 21^st-century skills, and AI-based instruction helps students learn these skills. This study helped AI-based instruction because it helps nonnative English students become more trusting, self-confident, open-minded, and mature in English. It also helps them learn the CT skills that are the foundation of critical thinking, so they can learn new skills in the 21^stcentury.

The purpose of this study was to test the effectiveness of using IVR to help Indonesian EFL students cope with the twenty-first century. We examined 53 Indonesian university students in this study to see how immersive virtual reality (IVR) impacts their English as a Foreign Language (EFL) proficiency and transferable skill development. The pre-experimental design used a mixed methodology approach, combining qualitative and quantitative methods. Statistical analysis, using paired sample t-test and ANOVA, showed that post-test scores (mean = 84.72, SD = 7.83) were significantly higher than pre-test scores (mean = 58.96, SD = 8.16, p < 0.001). Using t-test and ANOVA, we compared students’ pre- and post-test EFL proficiency levels within and between the two groups. We analyzed the quantitative data with qualitative descriptions of changes in transferable skills and participants’ opinions about the impact of IVR on their English as a Foreign Language (EFL) and transferable skills. The integration analysis revealed that students felt an improvement in transferable skills, but their English skills still needed improvement in pronunciation and vocabulary. In addition, IVR helped undergraduate students overcome English learning difficulties. They reported a decrease in the anxiety they experienced when using IVR in real-life scenarios, although they saw it as a useful tool to improve transferable skills. According to the results of the study, IVR had a statistically significant effect on undergraduate students' transferability of skills. Although most users found IVR to be an engaging learning experience with realistic settings and fun activities, they recognized that the use of avatars could sometimes be a hindrance in designing stories using EFL. We offer implications for improving foreign language learning using IVR technology. By implementing the most effective teaching models in the metaverse, it is important to create, design, and manage VR platforms in a structured way that reflects modern student-oriented learning, learning satisfaction, and improve learning outcomes based on these results for future education, namely in design thinking, computational thinking, and critical thinking, as well as improving overall language competence. While research has found some difficulties in integrating IVR for language learning, it has also found substantial links between IVR use and greater engagement, critical thinking, and the development of creative skills in the twenty-first century.

Purpose – The study explores the impact of AI-powered ChatBots on English as a Foreign Language (EFL) students' writing skills, self-efficacy, and self-regulation. Given the rapid integration of digital tools in education, particularly in language learning, the research aims to fill a gap in understanding how ChatBot technology can enhance writing abilities, address psychosocial factors, and support self-regulated learning among EFL students. Design/Methods/Approach – A sequential explanatory mixed-methods approach was employed, involving 40 EFL students from IAIN Curup. Participants were divided into a control group (traditional writing instruction) and an experimental group (ChatBot-assisted instruction). Quantitative data on writing proficiency, self-efficacy, and self-regulation were collected through pre- and post-tests, followed by qualitative insights gathered through semi-structured interviews with the experimental group. Statistical analysis, including paired t-tests and ANCOVA, was used to assess differences between groups. Findings – The results revealed that students using ChatBots showed significant improvements in writing proficiency (post-test scores increased from 55.84 to 88.92), self-efficacy (from 20.46 to 30.38), and self-regulation (from 14.51 to 19.65). Interviews highlighted increased confidence, motivation, and engagement among students, though concerns about over-reliance on ChatBots and the risk of plagiarism were noted. Originality/Value – This research offers new insights into the use of AI-powered ChatBots in enhancing EFL students' writing skills, self-efficacy, and self-regulation. It addresses gaps in the literature by focusing on the psychosocial factors influencing writing performance and the potential benefits and drawbacks of AI integration in education. Practical Implications – The findings suggest that educators can use ChatBots to improve writing instruction, fostering autonomy and providing immediate feedback. However, strategies must be developed to avoid over-reliance on AI tools, ensuring students maintain creativity and critical thinking. Keywords AI-powered ChatBots, EFL writing, self-efficacy, self-regulation, language learning. Paper type Research paper

Introduction: The advent of artificial intelligence in education has brought forward tools like ChatGPT, which can potentially enhance students' academic writing abilities. However, there is limited empirical evidence examining its effectiveness and students' perceptions of its utility in academic contexts. Purpose: This study aimed to measure the effect of using ChatGPT on students' academic writing abilities and to investigate students’ perceived experiences regarding the use of ChatGPT in their writing process. Method: An explanatory mixed-method design was employed, incorporating a quantitative experiment followed by a qualitative investigation. The quantitative phase involved 102 fifth-semester students from an English education department at a university in Indonesia. These students were randomized into clusters based on their proximate writing test scores, resulting in two homogenous classes of 25 students each. These classes were then assigned to either an experimental group, which received 14 sessions using ChatGPT as a learning tool for academic writing, or a control group, which received 14 sessions using non-generative tools. Pre-tests and post-tests were administered to both groups. The qualitative phase involved interviews with 10 selected students from the experimental group to explore their perceived experiences with ChatGPT. Results: The pre-test scores indicated homogeneity between the experimental and control groups, with scores of 57.15 and 56.35 respectively. After the intervention, the post-test scores revealed significant improvement in the experimental group, with an average score of 81.11 compared to 60.30 in the control group. Statistical analysis demonstrated a significant disparity between the two groups (p-value = 0.0000 < 0.05 for the experimental group and p-value = 0.067 > 0.05 for the control group), suggesting that the use of ChatGPT significantly enhanced students' academic writing abilities. The qualitative findings supported these results, with students reporting that ChatGPT facilitated idea generation, organization, and construction in their writing process. Conclusion: The study concludes that ChatGPT significantly improves students' academic writing abilities, as evidenced by both quantitative and qualitative data. The tool's capacity to assist in the formulation and organization of ideas presents substantial potential for its use in academic research and writing. Given these findings, ChatGPT could be a valuable addition to the educational toolkit for enhancing academic writing skills.