Exploring Cognitive Engagement Modes of AI Use in Language Classroom
استكشاف أنماط التفاعل المعرفي لاستخدام الذكاء الاصطناعي في تعليم اللغة
DOI:
https://doi.org/10.33705/1111-019-001-004Keywords:
Artificial Intelligence, Cognitive Engagement Mode, Written Production, Active LearningAbstract
The study investigates the potential risks of deteriorating learning processes due to the systematic and excessive use of AI assistants as a medium for problem-solving in foreign language classes. In the context of a writing workshop inviting 15 second year Master's students of English and 10 students of the same level enrolled in French didactics to engage in writing activities, through non-participant observation combined with structured interviews, indicators of work situations unfavourable to active learning. The combined theoretical frameworks of active learning and the ICAP model of cognitive engagement denote that the use of AI tools creates a pedagogical environment undesirable to the development of students’ knowledge and skills. The obtained results instruct foreign language educators towards the necessity of training students using digital didactic culture.
References
1. Abdel Latif, M., Alghizzi, T.M. & Alshahrani, T.M. (2025). Teacher motivational strategies in Saudi University EFL writing classes: a qualitative study. Frontiers in Psychology vol.16, 1-14
2. https://doi.org/10.3389/fpsyg.2025.1483456
3. Alghamdi, A. (2024). Exploring the typology of reasoning influencing university teachers’language teaching and learning strategies. Asian-Pacific journal of second and foreign language education, 9(51) https://doi.org/10.1186/s40862-024-00273-1
4. Allport, G. (1968). The person in psychology. Boston: Beacon Press.
5. Aryal, S., Hayojoo, B., Gurung, B., Do, T., Chataut, S., Gadhamshetty, V. & Gnimpieba, E. (2024). Leveraging multi-AI agents for cross-domain knowledge discovery. ArXiv, abs/2404.08511.
https://doi.org/10.48550/arXiv.2404.08511
6. Astolfi, J.-P. (2008). La saveur des savoirs. Disciplines et plaisir d’apprendre. Presses universitaires de France.
7. Bardin, L. (2013). L’analyse de contenu. Presses universitaires de France.
8. Bills, K. (2025). A learning tool or hazard? Concerns related to AI misuse in social work courses. Social work education 1-11. Bills, K. (2025). A learning tool or hazard? Concerns related to AI misuse in social work courses. Social Work Education, 1–11.
https://doi.org/10.1080/02615479.2025.2508510
9. Braun, V. & Clarke, V. (2021). Thematic analysis : A practical guide. Sage
10. Busetto, L., Wick, W. & Gumbinger, C. (2020). How to use and assess qualitative research methods. Neurological research and practice, 2(14), https://doi.org/10.1186/s42466-020-00059-z
11. Chi, M.T.H. (2009). Active-Constructive-Interactive : A conceptual framework for differentiating learning activities. Topics in cognitive science, 1, 73-105.
12. Chi, M.T.H., de Leew, N., Chiu, M.-H. & Lavancher, C. (1994). Eliciting self-explanations improves understanding. Cognitive science, 18(3), 439-477.
13. https://onlinelibrary.wiley.com/doi/10.1207/s15516709cog1803_3
14. Chi, M. T. H. & Wylie, R. (2014). The ICAP framework: Linking cognitive engagement to active learning outcomes. Educational psychologist, 49(4), 219-243.
15. Cussens, J. & Dzeroski, S. (2003). Learning language in logic. Springer Berlin Heildelberg.
16. Dekker Dinesh & Sumanasekara, Subhashini (2025). Systematic review on AI in emotional intelligence and psychological education. EPRA International Journal of Research and Development, 10(4), 400-414. https://doi.org/10.36713/epra21351
17. Develay, M. (1992). De l’apprentissage à l’enseignement. ESF.
18. Dewey, J. (1938). Experience and education. New York: Macmillan.
19. Dursun, B. (2023). A qualitative research technique: interview. Disiplinlerarasi Eğitim Araştirmalari dergisi. https://doi.org/10.57135/jier.1245193
20. Elhami, A. & Khoshnevisan, B. (2022). Conducting an interview in qualitative research: The modus operandi, Mextesol journal, 46(1), https://doi.org/10.61871/mj.v46n1-3
21. Ellen Macarthur Foundation. (2019). Action learning set toolkit. A structured learning method which enables small groups to address complex issues. Ellen Macarthur Foundation
22. Franiatte, N., Boissin, E., Delmas, A., De Neys, W. (2024). Adieu Bias: Debiasing intuitions among French speakers. Psychologica Belgica, 64(1), 42-57. https://doi.org/10.5334/pb.1260
23. Hammersley, M. & Atkinson, P. (2019). Ethnography. Principles in practice. (4th edition). London. Routeldge
24. Hanna, M., Pantanowitz, L., Jackson, B., Palmer, O., Visweswaran, S., Pantanowitz, J., Deebajah, M. & Rashidi, H. (2025). Ethical and Bias .
25. Paillé, P. &Mucchielli, A. (2021). L’analyse qualitative en sciences humaines et sociales. Armand Colin
26. Pay, C. (2004). Action learning set. Bond. London.
27. Piaget, J. (1970). Psychologie et épistémologie : pour une théorie de la connaissance. Paris :Gonthier-Denoël.
28. Prince, M. (2004). Does active learning work? A review of the research. Journal of engineering education 93(3), 223-231.
29. Puren C. (1998). Histoire des méthodologies de l’enseignement des langues. Clé International.
30. Siddiqui, M., Feliciano, V., Pea, R. &Subramonyam, H. (2025). AI in Writing process: How purposeful AI support fosters student writing. In :Cristea, A, I, Walker, E., Lu, Y., Santos, O.C., Isotani, S. (eds) Artificial intelligence in education. AIED 2025. Lecture notes in computer science, vol. 15880. Springer, Cham. https://doi.org/10.1007/978-3-031-98459-4_14
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 عبد القادر خلدون ، نوال بودشيش
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
