HARNESSING AI IN ENGLISH LANGUAGE TEACHING: A PRACTICAL GUIDE TO ENHANCING CRITICAL READING AND ARGUMENTATIVE WRITING THROUGH MAGICSCHOOL AI

Authors

  • Abdeghni Dahman Faculty of Letters and Human Sciences, Sidi Mohamed Ben Abdellah University, Fez, Morocco orcid.org/0000-0003-0041-2841
  • Boutouil Salah Classes Préparatoires aux Grandes Écoles, CPGE, Taza, Morocco

DOI:

https://doi.org/10.46827/ejoe.v11i1.6684

Keywords:

AI, EFL, MagicSchool, PICRAT model, critical reading, argumentative writing

Abstract

This paper investigates the integration of Artificial Intelligence (AI) in EFL classrooms, focusing on its potential to enhance critical reading and argumentative writing skills. As AI-powered tools increasingly provide personalized feedback, adaptive learning pathways, and support for higher-order thinking skills (HOT), they also help reduce teachers’ workload by facilitating routine tasks such as lesson planning and assessment. Drawing on the PICRAT model, this study examines the pedagogical potential of MagicSchool AI in fostering active, creative, and reflective engagement among EFL learners. It highlights how AI can support subskills, including text interpretation, critical evaluation, argument development, and revision, while also addressing the practical and ethical challenges of its adoption. Ultimately, the paper argues for a transformative rather than passive use of AI to improve learners’ linguistic, analytical, and evaluative capacities.

Author Biographies

  • Abdeghni Dahman, Faculty of Letters and Human Sciences, Sidi Mohamed Ben Abdellah University, Fez, Morocco orcid.org/0000-0003-0041-2841

    Abdeghni Dahman holds a PhD in Language and Cultural Studies from Sidi Mohamed Ben Abdellah University, Faculty of Letters and Human Sciences, Fez, Morocco. His research interests include Moroccan, African, and transnational cinemas, cultural studies, media studies, travel narratives, postcolonial literature, gender studies, and language education. He has published articles in the Journal of African Cinemas, the Quarterly Review of Film and Video, the International Journal of Linguistics, Literature, and Translation, and the Open Journal of Social Sciences.

  • Boutouil Salah, Classes Préparatoires aux Grandes Écoles, CPGE, Taza, Morocco

    Salah Boutouil is a recent Fulbright alumnus of the Fulbright Distinguished Awards in Teaching Program for International Teachers (Fulbright DAI) in EFL. He is also an EFL teacher at the Classes Préparatoires aux Grandes Écoles (CPGE) Taza. His research interests include AI in education, media literacy, and professional development.

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Published

2026-04-28

Issue

Vol. 11 No. 1 (2026)

Section

Articles

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