Although artificial intelligence (AI) is increasingly integrated into educational environments, there is still a lack of knowledge on how to appropriately combine design thinking (DT) and computational thinking (CT) to enhance English as a Foreign Language (EFL) communication skills teaching. This study aims to show how combining design thinking (DT) and computational thinking (CT) can work well together, addressing the lack of research on using both in AI-supported English as a Foreign Language (EFL) classroom. The contribution is in creating a confluence model that combines CT and DT components to enhance higher-order thinking, creativity, and problem-solving among EFL students. The study uses quantitative methods to examine how the CT-DT model is applied in different learning contexts, including artificial intelligence technology. Communication technology is AI technology that acts as a mediator for language use and cognitive engagement. Classroom observation instruments and thematic analysis indicated that students engaged more deeply in iterative reflection, ideation, and prototyping. The results highlight the possibility of adopting AI-driven activities to simultaneously enhance language skills and computational design literacy, empowering students as co-creators to enhance AI literacy. This inclusive approach improves communication skills and equips students to face future challenges in a technology-rich environment.
Keywords
Computational ThinkingDesign ThinkingArtificial IntelligenceEFL And Communication Technology.
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