Integration of Chat-GPT Usage in Language Learning Model to Improve Argumentation Skills, Complex Comprehension Skills, and Critical Thinking Skills

Abstract

This study aims to investigate the effects of integrating Chat-GPT usage in language learning model on students' argumentation ability, complex comprehension ability, and critical thinking ability. The method used in this study is quasi-experimental to investigate the impact of integrating Chat-GPT usage in a large language model on students' argumentation and critical thinking ability. Participants involved in this study were 350 students in higher education from semesters 1-6 who were divided into two groups, namely experimental and control. The experimental group received debate intervention integrating Chat-GPT, while the control group received conventional debate intervention. Assessment was conducted in the pretest and posttest phases to assess argumentation ability and critical thinking ability. The findings of the study indicate that integrating Chat-GPT usage in scientific debate language learning model can significantly improve argumentation ability, critical thinking ability, and complex concept understanding compared to argumentation ability and critical thinking ability of students in the conventional debate group. Student interaction with artificial intelligence (AI) Chat-GPT will produce a dialogue that encourages students to analyze, evaluate, and synthesize information, which is a major component in critical thinking skills. Through this process, students' argumentative skills will be trained because AI directly challenges students to provide strong arguments with varying points of view. The findings of this study imply that AI integration in education should align with specific learning objectives and targeted skill development goals. This study contributes to the use of AI-based educational devices in education and the learning process can be used as a policy in education.