Leveraging artificial intelligence as a Vygotskian tool to enhance Filipino university students’ language learning and critical thinking skills
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Published
May 19, 2026
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Vengie M. Ravelo
Inero V. Ancho
John Patrick F. Mecha
Intan Safinas Mohd Ariff Albakri
Abstract
Drawing on Vygotsky’s Sociocultural Theory, this study investigated how artificial intelligence (AI) functions as a "more knowledgeable other" in enhancing language proficiency and critical thinking skills. Employing a within-subjects quasi-experimental repeated-measures design, 175 Filipino university freshmen participated in five sequential Contextual Writing Assignments (CWAs) integrated with ChatGPT feedback. Results revealed statistically significant improvements in both English language proficiency and critical thinking skills over time (P < 0.05). The AI provided adaptive scaffolding within the students’ Zone of Proximal Development, creating a psychologically safe environment that lowered affective barriers and reduced the fear of making mistakes. Furthermore, a moderate positive correlation was found between linguistic gains and analytical competencies. The study concludes that pedagogically structured AI integration—utilizing a draft-feedback-reflection-revision cycle—fosters an inclusive environment and empowers students to become independent and critical thinkers. This research provides an evidence-based model for leveraging generative AI to bridge the gap between workforce demands and graduate skills.
How to Cite
Ravelo, V. M., Ancho, I. V., Mecha, J. P. F., & Albakri, I. S. M. A. (2026). Leveraging artificial intelligence as a Vygotskian tool to enhance Filipino university students’ language learning and critical thinking skills. The Palawan Scientist, 18(1), 192–206. https://doi.org/10.69721/TPS.J.2026.18.1.20
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Keywords
academic writing, analytical skills, language proficiency, large language models, negotiation of meaning, scaffolding
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Hua VTT, Huynh TTT. 2024. An Investigation into Difficulties in English Speaking Proficiency of Non-English Majored Freshmen at Tra Vinh University, Vietnam. European Journal of Foreign Language Teaching. 8(2):86-100. https://doi.org/10.46827/ejfl.v8i2.5405
Huang T-H, Wang L-Z. 2023. Artificial intelligence learning approach through total physical response embodiment teaching on French vocabulary learning retention. Computer Assisted Language Learning. 36(8):1608–1632. https://doi.org/10.1080/09588221.2021.2008980
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Katona J, Gyonyoru KIK. 2025. Integrating AI-based adaptive learning into the flipped classroom model to enhance engagement and learning outcomes. Computers and Education: Artificial Intelligence. 8:100392. https://doi.org/10.1016/j.caeai.2025.100392
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Kim S, Shim Joobo, Shim Jaechang. 2023. A study on the utilization of OpenAI ChatGPT as a second language learning tool. Journal of Multimedia Information System. 10(1):79–88. https://doi.org/10.33851/JMIS.2023.10.1.79
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