Exploring ChatGPT as a Tool for Thesis Writing: Perspectives of EFL Supervisors in Jordanian Universities

Abstract

This study examines Jordanian EFL supervisors' views on ChatGPT's usage and effects on thesis writing at private and public universities in Jordan. A questionnaire was used to collect data from 47 EFL supervisors. Closed-ended Likert-scale questions were used to quantify supervisors' opinions on ChatGPT's correctness, dependability, and usefulness in thesis writing. Supervisors gave varied views on ChatGPT's usefulness and effects on thesis writing. They agreed that ChatGPT helps students generate ideas, enhance their vocabulary, and improve their thesis writing skills. Supervisors were impartial to ChatGPT's ability to assist students in organising the thesis, delivering arguments, and overcoming writer's block. The findings also showed conflicting opinions on ChatGPT's thesis organization comments and their influence on students’ autonomy. Supervisors perceive ChatGPT's influence on supervisor-student interactions differently. The study adds to technology integration in EFL writing teaching, especially thesis writing. It quantifies supervisors' ChatGPT impressions to understand numerical trends and patterns. The results may help educational institutions and policymakers integrate ChatGPT into thesis-writing pedagogy.

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