ChatGPT VS Teacher’s Roles in Developing English Writing of Thai EFL Learners

Abstract

This study aims to examine the effects of ChatGPT in developing Thai EFL learners’ English writing skills and to investigate the role of teachers in this process. A mixed-method research technique was employed. The quantitative component compared the differences in learners' overall English writing performance before and after the integration of ChatGPT, as well as before and after receiving teacher instruction through pretest, posttest, and final test. The qualitative component explored the outcomes of teachers' instruction through the analysis of observational records. Data was collected from 50 EFL various major learners from a public university. The results show a large difference in overall English writing performance following the integration of ChatGPT: -1.99, t(49) = -22.928, p < .001 (64.71%). Additionally, a highly significant improvement was observed pre and post instruction: -0.32, t(49) = -3.898, p < .001 (3.57%). The study's implications are: first, integrating ChatGPT into the English writing curriculum under teacher supervision is essential for developing learners' writing skills. Second, teacher’s role in providing instruction were pointed out in three key areas: 1) establishing writing criteria, 2) providing technical support, and 3) offering ethical guidance. Third, a teaching forum should be established.