Development and Validation of a Needs Analysis Guide for Designing an AI-Enhanced Blended Reading Module to Foster Critical Thinking

This study focused on the development and validation of the guide to investigate Chinese English as a Foreign Language (EFL) undergraduates’ needs in critical thinking (CT) development and AI-enhanced blended learning (BL) in English reading courses. The study examined the intersection of learners’ needs, CT development, and AI-enhanced BL within the context of EFL reading. Based on a recognised theoretical framework, the guide explored learners’ current competencies, desired outcomes, and perceived gaps. Content validity was established through expert review supplemented by a small-scale student pilot, and the results demonstrated strong content validity following rigorous validation procedures. The validated tool provides a systematic means to profile learners’ needs, thereby informing the design of an AI-enhanced blended reading module that supports CT development. Beyond pedagogical applications, the study contributes to understanding how AI-enhanced interventions interact with CT development in non-Western EFL contexts.