TEACHERS’ PERCEPTIONS OF CHATGPT AS A SUPPLEMENTARY TOOL FOR WRITING INSTRUCTION IN EFL CLASSROOMS

Abstract

this thesis synthesizes current research on the perceptions of English as a Foreign Language (EFL) teachers regarding the integration of ChatGPT into writing instruction. It explores the dualistic nature of these perceptions, highlighting the significant pedagogical affordances of the tool while simultaneously addressing the profound challenges and ethical dilemmas it introduces. Key perceived benefits include the provision of instantaneous, personalized feedback, the scaffolding of the writing process from ideation to revision, and the creation of a low-anxiety learning environment. These are counterbalanced by significant concerns over academic integrity, the potential for student over-reliance leading to the atrophy of critical thinking skills, and the inherent limitations of AI-generated content, such as factual inaccuracies and algorithmic bias. The analysis concludes that the efficacy of ChatGPT as a supplementary educational tool is not inherent in the technology itself but is contingent upon its critical and strategic integration through robust pedagogical frameworks, comprehensive teacher training in AI literacy, and the development of new assessment paradigms. The paper argues that ChatGPT necessitates a re-envisioning of the EFL instructor's role, shifting from a primary feedback provider to a facilitator of critical digital literacy and higher-order thinking skills.