Cognitive Offload Instruction with Generative AI: A Quasi‑Experimental Study on Critical Thinking Gains in English Writing

Authors

  • Hui Hong

    School of Industrial Education and Technology , King Mongkut’s Institute of Technology Ladkrabang, Bangkok 10520, Thailand
  • Poonsri Vate-U-Lan

    School of Industrial Education and Technology , King Mongkut’s Institute of Technology Ladkrabang, Bangkok 10520, Thailand
  • Chantana Viriyavejakul

    School of Industrial Education and Technology , King Mongkut’s Institute of Technology Ladkrabang, Bangkok 10520, Thailand

DOI:

https://doi.org/10.30564/fls.v7i7.10072
Received:18 May 2025 | Revised:9 June 2025 | Accepted: 20 June 2025 | Published Online: 15 July 2025

Abstract

This study explores the impact of generative AI-enabled cognitive offload instruction on the development of critical thinking skills in English essay writing among first-year university students. A quasi-experimental design was employed, comparing traditional instruction with an AI-augmented pedagogy that delegated lower-order writing tasks to generative AI tools, allowing students to focus on analysis, evaluation, and reflection. Over 12 weeks, 240 participants engaged in structured writing cycles involving AI brainstorming, individual critique, peer-AI co-revision, and reflective journaling. Results revealed that the AI-enabled cognitive offload group demonstrated significantly greater improvements in standardized critical thinking assessments and produced higher-quality essays in terms of logical coherence, evidence use, and originality. Mediation analysis indicated that cognitive offloading behavior partially explained the relationship between AI use and critical thinking gains. The findings suggest that when generative AI is integrated into pedagogy through deliberate scaffolding, it can enhance rather than hinder higher-order thinking. This study highlights the importance of balancing technological efficiency with instructional strategies that promote active engagement, metacognitive reflection, and collaborative learning. It offers practical implications for educators seeking to incorporate AI tools without compromising the development of essential cognitive skills, proposing that structured cognitive offload instruction can serve as an effective approach to fostering critical thinking in second-language writing contexts.

Keywords:

Critical Thinking; Cognitive Offloading; Generative AI; English Essay Writing

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How to Cite

Hong, H., Vate-U-Lan, P., & Viriyavejakul, C. (2025). Cognitive Offload Instruction with Generative AI: A Quasi‑Experimental Study on Critical Thinking Gains in English Writing. Forum for Linguistic Studies, 7(7), 325–334. https://doi.org/10.30564/fls.v7i7.10072

Issue

Vol. 7 , Iss. 7 (July 2025): In progress

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Article

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Copyright © 2025 Hui Hong, Poonsri Vate-U-Lan, Chantana Viriyavejakul

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This is an open access article under the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) License.