Critical Thinking in Using AI-Generated Content: A Study of Moroccan EFL University Students

1. Introduction 1.1 Background of the Study 1.2 Research Objectives 1.3 Significance of the Study 1.4 Definition of Key Terms 2. Literature Review 2.1 Critical Thinking: Theoretical Perspectives 2.2 AI-Generated Content in Education 2.3 EFL Learning Context in Morocco 2.4 Challenges in Using AI Tools 3. Methodology 3.1 Research Design 3.2 Participants and Sampling 3.3 Data Collection Methods 3.4 Data Analysis Techniques 4. Understanding Critical Thinking 4.1 Dimensions of Critical Thinking 4.2 Importance in Language Learning 4.3 Critical Thinking in Moroccan Education 5. AI-Generated Content Analysis 5.1 Types of AI-Generated Content 5.2 Evaluation Criteria 5.3 Linguistic Features and Implications 6. Case Study: Moroccan EFL Students 6.1 Profile of Participants 6.2 AI Content Engagement Strategies 6.3 Observations and Feedback 7. Findings and Discussion 7.1 Impact on Critical Thinking Skills 7.2 Students' Attitude towards AI Content 7.3 Integration Strategies in Curricula 8. Conclusion and Recommendations 8.1 Summary of Key Findings 8.2 Recommendations for Educators 8.3 Future Research Directions