Assessing the impact of ChatGPT on EFL students' critical thinking
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Abstract
The continued appearance of artificial intelligence services on the web fascinates students, leading them to use them for their studies and assignments. This research paper examines the impact of text generators (ChatGPT) on critical thinking skills in master's students’ graduation theses. Henceforth, this investigation aims to highlight potential drawbacks of using text generators for thesis writing. It is an exploratory case study that investigates the potential downsides of ChatGPT for learners’ creative writing. To this objective, 40 EFL learners were nominated randomly from the University Center of Naama, Algeria. To gather data, the investigator administered a critical thinking test to students and conducted a documentary analysis of 10 graduation theses. The findings revealed an increased reliance on ChatGPT, which reduced students’ capacity to reflect creatively and solve problems autonomously. The results indicated that students are largely relying on AI text generators, which substitute for rather than accompany their critical thinking.
Keywords: Artificial Intelligence (AI); ChatGPT; critical thinking; text generators; Master's theses.
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