The Impact of Generative AI-Supported Chinese and English Homework Design on Middle School Students’ Learning Outcomes and Higher-Order Thinking

This qualitative study investigates the impact of generative AI-supported homework design on middle school students' learning outcomes and higher-order thinking skills in Chinese and English language learning. Conducted at Hohhot No. 2 Middle School (Hulun Campus) in China, the research employed semi-structured interviews with five teachers and fourteen students, alongside classroom observations and document analysis. Findings reveal that generative AI tools enhanced homework efficiency for both teachers and students, improved accuracy in language tasks, and increased student motivation, particularly in English writing. However, significant challenges emerged, including student over-reliance on AI outputs, occasional inaccuracies in AI-generated content, and concerns about superficial learning. While AI showed potential to scaffold higher-order thinking (analysis, evaluation, creativity), its effectiveness was heavily dependent on teacher scaffolding and pedagogical integration. Classroom observations demonstrated that critical engagement with AI outputs was maximized when combined with interactive strategies like peer review and teacher-guided critique. The study underscores the necessity of viewing AI as a supplementary tool requiring careful instructional design, explicit guidance on critical evaluation, and professional development for teachers to mitigate risks and harness AI's potential for fostering deeper cognitive skills in language education.