ESL SUPERVISORS’ PERCEPTIONS ABOUT THE IMPACT OF CHATGPT ON ESL LEARNERS’ RESEARCH WRITING AND CRITICAL THINKING SKILLS

Abstract

This study examines the perceptions of ESL supervisors about ChatGPT as a threat to critical thinking and research writing skills. Since the inception of ChatGPT, the argumentative and critical thinking skills of ESL learners are adversely affected. Critical thinking skill is an essential and valuable academic skill that a learner needs to master. This study employs a descriptive quantitative research design. Data comprises of a purposive sample of 30 ESL supervisors from various public sector universities of Pakistan. Statistical data is analyzed by SPSS version 25 and tables are drawn to represent statistical findings. Guided by the Technology Acceptance Model (TAM), the study found that while ChatGPT offers benefits such as increased learner autonomy, broader language exposure, and idea exploration, it also presents challenges like over-reliance, content inaccuracies, reduced creativity, and ethical concerns. Consequently, the higher order thinking skills of ESL learners are deteriorating. This study also Recommend balanced use of ChatGPT, along with assessment strategies to evaluate and support critical thinking development in ESL classrooms.