Aligning AI affordances with critical thinking skills in Chinese EFL: a discrepancy-based needs analysis for an AI-integrated blended reading module
Liyun Dong
IntroductionArtificial intelligence (AI) is increasingly embedded in blended learning (BL) environments, yet its integration frequently emphasizes efficiency and performance outcomes rather than the systematic cultivation of higher-order cognition. Addressing this gap, the present study employs a discrepancy-based needs analysis to investigate how critical thinking skills (CTS) can be deliberately aligned with AI affordances in blended reading among Chinese undergraduates.MethodsDrawing on quali