Can AI be friends? An innovative approach to integrating Generative AI as a critical friend in Bahrain Polytechnic's English foundation programme

This practitioner article investigates the innovative implementation of Generative Artificial Intelligence (GAI) as a critical friend in a foundation-level English course at Bahrain Polytechnic. The research explores the use of GAI tools (e.g., ChatGPT, Gemini) over four weeks to enhance students' learning experience, aiming to balance the benefits of GAI with concerns about academic integrity and plagiarism in Higher Education (HE). In this intervention, 17 participants used GAI during class activities, receiving real-time feedback and tailored support, and data collection involved unstructured, non-participant observations of GAI interactions and learners’ reflections submitted via Padlet. Thematic analysis of data revealed changes in classroom dynamics, with quieter classrooms and decreased student-student and student-teacher interactions. The results also highlight that while students initially took longer to complete tasks using GAI, they adapted and became more autonomous over time. The study provides implications for educators on the responsible use of GAI, aiming to reduce the stigma associated with it and promote its ethical integration in HE settings, particularly in teaching English for Academic Purposes (EAP).