Abstract

This study investigated how a 16-week explicit cognitive instruction, designed to discourage a translational mindset and strategically integrate AI language models, influenced linguistic and strategic awareness of English thinking among 188 third-year Chinese EFL majors. Results from a novel questionnaire indicated that the explicit instructional method significantly enhanced overall awareness, creating an overall moderate effect size. Student engagement also significantly impacted awareness, with a moderate effect size. While no statistically significant overall interaction between instructional method and engagement was found, a crucial conditional finding revealed that the explicit instruction primarily benefited students at the moderate engagement level. These findings underscore the efficacy of explicit cognitive instruction and the critical role of student engagement, suggesting that tailoring pedagogical approaches based on engagement levels can optimise learning outcomes in EFL contexts. Further research is needed to explore these relationships more deeply.

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