EXPLORING THE IMPACT OF CHATGPT INTEGRATION ON EFL WRITING INSTRUCTION: TEACHER PERCEPTIONS, PEDAGOGICAL PRACTICES, AND IMPLICATIONS FOR CRITICAL THINKING DEVELOPMENT

Abstract This paper will address how the implementation of ChatGPT affects the teaching of English as a Foreign Language (EFL) in writing with respect to teacher attitudes, teaching methods, and the development of critical thinking. With the continued introduction of generative artificial intelligence technology into language classrooms, the use of technology by teachers is likely to be central to the development of the technology in regards to its effects on instructional design and intellectual stimulation. Mixed methods approach It involved data-gathering of 120 EFL teachers at university level via a survey, which was structured, and later semi-structured interviews were conducted on 15 participants. According to the findings, educators currently see ChatGPT as fulfilling several pedagogical roles, such as the extraction of ideas, assistance with formative feedback, language refinement, and scaffolding when it comes to writing organization. According to quantitative analysis, guided and structured integration is positively related to perceived improvement of the students analytical and evaluative writing skills. The findings of the qualitative research also demonstrate that when used in a strategic fashion, ChatGPT may facilitate reflective revision, metacognitive awareness, as well as increased engagement with argument structure. Nevertheless, the issues of over-reliance, academic integrity, and possibility of a decrease in independent cognitive effort are still among the leading concerns. The article emphasizes that educational value in ChatGPT is not explicit in the tool, but it is heavily relying on pedagogical contexts and mediation by the teacher. Given that teacher agency is central to integrating AI, this study is part of the discourse being informed to take responsible, and cognitively meaningful use of generative AI as an aspect of EFL writing classrooms.