A Qualitative Thematic Analysis of ChatGPT-4 Integration in Extensive Reading to Enhance Critical Thinking in EFL Higher Education

Abstract

Integrating Artificial Intelligence (AI), specifically Large Language Models like ChatGPT-4, into English as a Foreign Language (EFL) instruction offers significant pedagogical opportunities, yet its qualitative impact on higher-order cognitive processing remains nuanced. This study provides an in-depth qualitative thematic analysis examining how ChatGPT-4 is integrated into Extensive Reading classes to foster critical thinking skills, evaluating the resulting cognitive transformations, identifying learner challenges, and capturing instructional reflections. Using a convergent parallel mixed-method design grounded in Facione's Critical Thinking Framework and Vygotsky's Social Constructivism, data were collected from 48 second-semester EFL undergraduate students and their instructor at University X, Kudus, Java, using classroom observations, semi-structured interviews, student worksheets, and standardized pre-/post-tests. Thematic analysis of qualitative data revealed five major thematic dimensions: (1) Guided Pedagogical Integration & Scaffolding, (2) Cognitive Deepening in Textual Processing, (3) Collaborative Critical Dialogue & Peer Evaluation, (4) Operational & Epistemic Challenges, and (5) Instructional Reflection on AI Mediation. Quantitative findings corroborated these thematic insights, demonstrating a statistically meaningful improvement in critical thinking scores (Pre-test M = 49.7; Post-test M = 73.5; Normalized Gain g = 0.65, Moderate). The findings demonstrate that ChatGPT-4 operates effectively as an artificial mediational tool within the Zone of Proximal Development when paired with structured prompts and teacher-led reflection, transforming learners from passive consumers into active, analytical evaluators. Keywords: ChatGPT-4, Extensive Reading, Critical Thinking, Thematic Analysis, EFL, Artificial Intelligence in education.