The proliferation of artificial intelligence (AI) in everyday communication, from automated content creation to AI-assisted writing tools, has fundamentally altered how individuals use and produce language. While these technologies offer unprecedented efficiency and accessibility, concerns are mounting regarding their potential impact on human cognitive faculties, particularly critical thinking. This study investigates the relationship between AI-generated language and critical thinking skills, positing that overreliance on AI for cognitive tasks may lead to a decline in analytical reasoning, argument evaluation, and independent problem-solving. Employing a mixed-methods research design, the study integrates quantitative data, derived from standardized critical thinking assessments administered to control and experimental groups exposed to varying degrees of AI-generated content, with qualitative data gathered from in-depth interviews and think-aloud protocols. The quantitative phase measures the correlation between the frequency of AI tool usage and performance on critical thinking metrics, while the qualitative phase explores the cognitive processes, perceptions, and behavioral adaptations of users as they interact with AI-generated text. The research has two primary objectives: first, to quantify the correlation between AI-language dependency and specific dimensions of critical thinking, such as logical fallacy recognition and source credibility assessment; and second, to qualitatively explore the cognitive offloading behaviors that occur when individuals use AI tools for complex writing and analysis tasks. The findings will benefit a broad spectrum of stakeholders. Educators and curriculum developers will gain insights for integrating AI literacy into pedagogical frameworks, while policymakers can utilize this evidence to formulate guidelines for responsible AI deployment in academic and professional settings.