ARGUMENTATION AND AI: BRIDGING LINGUISTIC AND TECHNOLOGICAL PERSPECTIVES IN EDUCATION

Abstract

The integration of artificial intelligence (AI) tools into education offers significant potential for enhancing argumentative writing and critical thinking skills, crucial for academic and lifelong success. This study investigates the impact of AI tools, such as ChatGPT and Grammarly, on argumentative writing using Toulmin’s Argument Model. Employing a mixed-method approach, data were collected from 100 undergraduate students and 10 educators through pre- and post-test evaluations, analyzed quantitatively using SPSS Version 19 and qualitatively via thematic and structural analysis. The findings reveal notable improvements in argumentative writing, including enhanced specificity of claims, logical coherence, and incorporation of rebuttals. Statistical analysis demonstrated significant post-test score increases, with AI-supported essays outperforming non-AI ones. Qualitative analysis highlighted greater alignment with Toulmin’s components, showcasing the tools’ capacity to scaffold argument construction and strengthen logical reasoning. Interviews with participants affirmed AI’s utility but also raised concerns about over-reliance, ethical implications, and potential erosion of critical thinking. This study emphasizes the need for a balanced approach, advocating for AI as a supportive tool within human-centered learning frameworks. Practical implications include guiding educators in leveraging AI effectively while addressing ethical concerns and promoting equitable access.