Students’ and Lecturers’ Perspectives on the Use of ChatGPT and Google Classroom within the Online Station of Critical Reading Lesson.

Abstract

Many EFL university students often struggle to develop critical reading skills because dependence on lecturers for explanations and weak self-regulation in reading which hinder their ability to evaluate and reflect on texts independently. This study examines how integrating ChatGPT and Google Classroom within an Online Station, a digital space in a blended learning instruction, can address these challenges. Using a mixed-methods design, data were collected from sixty-eight undergraduate students via questionnaires and from a subset of seven students and two lecturers through semi-structured interviews. Findings indicate that ChatGPT served as an effective metacognitive self-evaluation partner, prompting students to compare their interpretations with AI-generated outputs, identify gaps, and refine critical analytical reasoning. Google Classroom complemented this process by serving as a central, scaffolded hub for posting reading materials and task instructions, enabling students to access resources, compare interpretations, and engage in collaborative and transparent commenting activities. Students reported greater engagement and deeper reflection when comparing their responses with AI outputs. They also highlighted that providing comments and engaging in discussions through Google Classroom deepened their analysis of the reading materials. Lecturers, however, emphasized the need for continued guidance in prompting skills and in fostering critical questioning of textual arguments. Overall, these activities show strong potential to reduce lecturer dependences and self-regulation barriers that obstruct evaluation and reflection, though scaffolding remains essential to maximize their impact on critical reading.