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Environ."],"abstract":"<jats:title>Abstract<\/jats:title>\n          <jats:p>As generative artificial intelligence (AI) tools and large language models (LLMs)-powered applications develop rapidly in the era of algorithms, it should be integrated thoughtfully to enhance English as a Foreign Language (EFL) teaching and learning without replacing learners\u2019 critical thinking (CT). This study systematically analyzes the impact of generative AI tools and LLMs on language learners\u2019 CT in EFL education using the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) framework to identify, evaluate, and synthesize relevant studies from 2022 to 2025. A thorough review of 15 selected studies focuses on generative AI tools and LLMs\u2019 dual nature, research methods, main focuses, theory and models, limitations and challenges, and future directions in the field based on Web of Science (WoS), SCOPUS, ERIC, ProQuest, and\u00a0Google Scholar. The findings identified generative AI tools and LLMs possessed both the potential to nurture and the risk of hindering CT in EFL education. 66.67% of studies reported generative AI tools and LLMs\u2019 positive role in CT, while 33.33% of studies reported its negative role in CT. Furthermore, 3 types of research methods, 3 key themes of research focus, and 4 groups of theoretical perspectives were examined. However, 4 kinds of limitations in this field remain, including research scope, user dependency, generative AI reliability, and pedagogical integration. Future research can focus on assessing long-term effects, broadening research scope, promoting responsible AI use, and refining pedagogical strategies. Finally, Limitations, implications and future direction of this study were\u00a0discussed.<\/jats:p>","DOI":"10.1186\/s40561-025-00406-0","type":"journal-article","created":{"date-parts":[[2025,8,4]],"date-time":"2025-08-04T16:32:59Z","timestamp":1754325179000},"update-policy":"https:\/\/doi.org\/10.1007\/springer_crossmark_policy","source":"Crossref","is-referenced-by-count":26,"title":["How do generative artificial intelligence (AI) tools and large language models (LLMs) influence language learners\u2019 critical thinking in EFL education? A systematic review"],"prefix":"10.1186","volume":"12","author":[{"given":"Jing","family":"Liu","sequence":"first","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Ahmad Johari Bin","family":"Sihes","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Ye","family":"Lu","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"297","published-online":{"date-parts":[[2025,8,4]]},"reference":[{"key":"406_CR1","doi-asserted-by":"publisher","DOI":"10.17507\/jltr.1405.28","author":"F Al Mahmud","year":"2023","unstructured":"Al Mahmud, F. (2023). Investigating EFL students\u2019 writing skills through artificial intelligence: Wordtune application as a tool. 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