Multimodal GenAI-assisted instruction in EFL argumentative writing: effects on writing skills, creativity, and critical thinking

With the rapid development of GenAI, multimodal instructional materials have become increasingly relevant to EFL argumentative writing because they can provide learners with richer input for idea generation and argument construction. However, limited studies have examined how multimodal GenAI-assisted instruction influences EFL learners’ argumentative writing skills, creativity, and critical thinking. To address this gap, the present study conducted a six-week instructional intervention involving two groups of Chinese EFL students, with 36 students in the experimental group and 35 in the control group. Quantitative data were collected through argumentative writing tasks and questionnaires, while qualitative data were collected through semi-structured interviews. The quantitative findings showed that multimodal GenAI-assisted instruction significantly improved students’ writing complexity, creativity, and critical thinking, although its effects on writing accuracy and fluency were not significant. The qualitative findings further revealed that students perceived multimodal GenAI-generated materials as useful for stimulating idea generation, broadening perspectives, enhancing analytical thinking, and supporting argument construction. These findings provide pedagogical insights into the use of multimodal GenAI-assisted instruction to support both writing development and higher-order thinking in EFL argumentative writing contexts.