Leveraging Chatgpt for Pre-University Academic Writing: Opportunities, Challenges, and Implications for Instructional Technology

Leveraging Chatgpt for Pre-University Academic Writing: Opportunities, Challenges, and Implications for Instructional Technology

¹Johan @ Eddy Luaran., ¹Mohamad Amirul Nuraiman Bin Mohamad Isham., ²Jasmine Jain

¹Faculty of Education, Universiti Teknologi MARA

²School of Education, Taylor’s University

DOI: https://dx.doi.org/10.47772/IJRISS.2025.90400380

Received: 30 March 2025; Reviewed: 08 April 2025; Accepted: 10 April 2025; Published: 17 May 2025

ABSTRACT

The incorporation of AI and digital tools in education is on the rise, in line with the country’s objective of integrating technology into educational practices to build a more dynamic and effective learning environment. The Ministry of Education Malaysia has stressed the necessity of using technology to improve teaching and learning, with the goal of producing students who are not only proficient in their fields of study but also possess 21st-century skills (Ministry of Education Malaysia, 2013). This study explores the use of ChatGPT by Semester 1 and Semester 2 Foundations in TESL (Teaching English as a Second Language). Since these students are    in the early stages of their education, the impact of such technologies on their writing skills and academic integrity is particularly noteworthy. The rapid growth of AI technologies in education needs a detailed study of their advantages and drawbacks to ensure that they are properly used to improve learning outcomes while maintaining academic standards.

Keywords:  Artificial Intelligent (AI), Writing Skills , Academic Writing

INTRODUCTION

Background of the Study

Instructional technology has become an essential component of modern education, altering traditional teaching and learning methods by using digital tools and resources. This transition is most apparent in the field of academic writing, where technologies like ChatGPT are increasingly being employed to help students generate and refine their written work. ChatGPT, developed by OpenAI, is an AI language model that can interpret and produce human-like content, making it a useful tool for students who need help with their writing assignments (Brown et al., 2020). The use of AI in education, including ChatGPT, has its basis in the larger framework of instructional technology, which includes a variety of tools aimed to improve educational outcomes. The use of artificial intelligence in academic writing is encouraged by educational theories such as constructivism, which holds that learners construct knowledge via active engagement and interaction with their surroundings. AI solutions like ChatGPT, which provide rapid feedback and ideas, can help to create a more interactive and engaging learning environment that caters to a variety of learning styles and needs.

In Malaysia, the incorporation of AI and digital tools in education is on the rise, in line with the country’s objective of integrating technology into educational practices to build a more dynamic and effective learning environment. The Ministry of Education Malaysia has stressed the necessity of using technology to improve teaching and learning, with the goal of producing students who are not only proficient in their fields of study but also possess 21st-century skills (Ministry of Education Malaysia, 2013). This study explores the use of ChatGPT by Semester 1 and Semester 2 Foundations in TESL (Teaching English as a Second Language) students at Universiti Teknologi MARA (UiTM) Dengkil. Since these students are in the early stages of their education, the impact of such technologies on their writing skills and academic integrity is particularly noteworthy. The rapid growth of AI technologies in education needs a detailed study of their advantages and drawbacks to ensure that they are properly used to improve learning outcomes while maintaining academic standards.

The study at UiTM Dengkil attempts to address these concerns by looking into the specific benefits and challenges that ESL students encounter when utilising ChatGPT for academic writing. Additionally, it also intends to study how the use of ChatGPT affects students’ writing skills and views of academic integrity. By focusing on a small set of pre-university students, this study aims to give targeted insights that can help the larger educational community to further understand the consequences of incorporating AI technologies into academic writing either in a positive or negative manner. Understanding students’ attitudes and perceptions concerning the use of ChatGPT and AI as a whole is critical because it can impact how these technologies are accepted and integrated into educational practices in the future. The outcomes of this study will nevertheless contribute to the continuing debate about instructional technology and its role in defining the future of academic writing in educational institutions in Malaysia.

Research Questions

1. What are the benefits and challenges of using ChatGPT in academic writing among students and educators?
2. How does the use of ChatGPT impact students’ writing skills?
3. What are the attitudes and perceptions of students towards the integration of ChatGPT in academic writing?

Research Objectives

1. To identify the benefits and challenges of using ChatGPT in academic writing for students and educators.
2. To assess the impact of ChatGPT on students’ writing
3. To understand students’ attitudes and perceptions regarding the integration of ChatGPT in academic writing.

Significance of the Study

The study is significant for several reasons. First, the study provides current data on the benefits and challenges of using ChatGPT in academic writing among Foundations in TESL students. The study illustrates the practical benefits of adopting AI tools in educational settings by looking at how ChatGPT helps with idea generation, essay structure, and language enhancements. These findings can help educators and policymakers understand AI’s potential to increase the quality of student writing and overall academic achievement in their education.

Second, the study investigates the effects of ChatGPT on students’ writing abilities. There is ongoing discussion regarding whether AI technologies aid or impede the development of basic writing skills. By researching this issue among pre-university students, the study provides insight into whether ChatGPT improves writing proficiency or creates technological dependency. These findings can help educators design strategies to integrate AI in ways that promote rather than hinder skill development.

Thirdly, knowing students’ attitudes and perceptions regarding incorporating ChatGPT into academic writing is crucial for successful adoption. The study reveals how students perceive the role of AI in their learning process, particularly in terms of academic integrity. With growing worries about plagiarism and the originality of work created with AI aid, the study provides useful information on students’ ethical considerations, as well as the potential need for guidelines and regulations to promote responsible use of AI technologies in education.

Finally, this study is significant in regards to Malaysian education. As the country works to incorporate more technology into its educational system, the findings can serve as a benchmark for other educational institutions and contribute to the national debate about educational technology. The findings of this study can be used to guide the development of instructional strategies, policymaking, and future research on the intersecting fields of AI and education, ultimately contributing to the development of a more effective and ethical educational environment.

LITERATURE REVIEW

Introduction

The integration of technology into education has resulted in substantial changes in the way teaching and learning occur. Instructional technology, which refers to a wide range of digital tools and resources used to improve educational practices, has emerged as a foundation of modern pedagogy. From interactive whiteboards and online learning platforms to advanced AI-powered applications, instructional technology provides new methods to improve educational outcomes.

The rapid growth of AI technology has created new opportunities for its use in education that are already in use to support a wide range of educational activities. Academic writing is one particular application of AI in education that has received a lot of interest. OpenAI-developed tools such as ChatGPT have shown promise in assisting students with different elements of writing, including idea development and organisation, language refinement, and error correction (Brown et al., 2020). However, the use of such tools raises serious concerns regarding their impact on students’ writing skills and academic integrity. This chapter will examine the existing literature on instructional technology, with a special emphasis on the use of AI in education and its application in academic writing via tools such as ChatGPT.

Instructional Technology

Instructional technology is an extensive set of tools and resources aimed to improve the teaching and learning process. This approach has expanded dramatically over the last few decades, due to rapid advancements in digital technology and a rising awareness of the value of tailored and engaging learning experiences. Instructional technology is transforming education at all levels, from conventional tools like overhead projectors and television-based instruction to new breakthroughs such as virtual reality, learning management systems, and AI-driven applications (Reiser & Dempsey, 2012).

Constructivism theory supports the use of instructional technology. According to this approach, learners build their own understanding and knowledge of the world via experiences and reflections (Jonassen & Rohrer-Murphy, 1999). Simulation software, interactive e-books, and collaborative platforms are tools that enable students to engage with knowledge in meaningful ways and promote active learning. They can create immersive and engaging experiences that help people take in and remember knowledge better. Virtual laboratories, for example, in scientific education allow students to conduct experiments in a safe environment, developing a deeper understanding of complicated ideas (de Jong et al., 2013).

Howard Gardner’s Multiple Intelligences theory, which is another key theory, describes various types of intelligences, including linguistic, logical-mathematical, spatial, musical, and interpersonal intelligences. Instructional technology provides a wide range of resources that appeal to these different intelligences, ensuring that each student’s individual learning style is addressed. Furthermore, instructional technology encourages collaborative learning, which is critical for developing 21st-century skills. Online tools, such as Google Classroom and Learning Management Systems (LMS), allow students to collaborate on projects, exchange resources, and provide peer feedback even when they are not physically present (Hrastinski, 2019).

Despite its benefits, implementing instructional technology is not without problems. Digital gap and lack of teacher training among other things can all impede effective technology integration in the classroom (Hew & Brush, 2007). Addressing these issues necessitates an approach that involves infrastructural investments, professional training for educators, and the development of policies that promote fair access to technology.

AI in Education

Artificial intelligence (AI) has emerged as an influential force in education, providing new approaches to improving teaching and learning processes. AI technologies can analyze massive volumes of data, identify patterns, and make choices, allowing them to promote personalised learning, automate administrative activities, and provide intelligent teaching systems (Holmes, Bialik, & Fadel, 2019).

One of the most notable contributions of AI to education is its ability to deliver individualised learning experiences. Personalised learning tailors educational content and instruction to each student’s specific needs. AI learning platforms alter task complexity based on student’s performance, ensuring that they receive suitable challenges and assistance. For example, Carnegie Learning’s Cognitive Tutor uses AI to monitor student replies and customise courses, increasing subject comprehension at a suited pace (Pane et al., 2014). This strategy increases student engagement and effectively solves learning gaps than the traditional one-size-fits-all approaches.

Furthermore, AI can drastically reduce educators’ administrative workloads. Automated grading systems, for example, can effectively evaluate assignments, exams, and even complex essays. These systems use natural language processing (NLP) algorithms to assess the content, coherence, and grammar of written material, giving students rapid feedback (Koubaa et al., 2023). Furthermore, virtual teaching assistants can handle routine questions, calendar management, and resource distribution, allowing teachers to have more time for other educational tasks.

However, integrating AI into education creates a number of problems. One key issue is data privacy and security. AI systems rely on large amounts of data to function properly, raising concerns about how student data is collected, stored, and used. Ensuring the confidentiality and security of this data is critical for protecting students’ privacy rights. Furthermore, there is the issue of algorithmic bias, in which AI systems may replicate existing biases contained in the data on which they were trained, resulting in unfair treatment of some student groups (Holstein et al., 2019). As a result, while AI has great potential for changing education, its implementation must be regulated to address both ethical and practical concerns.

ChatGPT in Academic Writing

ChatGPT, a language model developed by OpenAI, is one of the most significant advancements in the use of AI in academic writing. It can understand and generate human-like text, making it a useful tool for students who need help with writing assignments. ChatGPT can assist with a variety of writing tasks, including idea generation, essay structure, and language corrections.

The utilisation of ChatGPT in academic writing is consistent with a larger trend of integrating AI technology to improve learning outcomes. According to research, AI-powered writing tools can increase the quality of students’ written work by providing instant feedback and ideas. Dong (2023) found that students who used AI writing assistance produced essays with more coherence and fewer grammatical errors than those who did not. These findings indicate that AI technologies such as ChatGPT can play an important role in improving students’ writing proficiency.

However, the use of AI in academic writing raises significant ethical and pedagogical concerns. There are concerns that students may become overly dependent on AI technologies, resulting in a decrease in their own writing skills (Balfour, 2013). Furthermore, academic integrity issues including plagiarism and the originality of AI-generated writing must be carefully evaluated (McGee, 2013). This issue may cause a bigger problem in the future if it is not being tended to in their current form.

In Malaysia, the implementation of AI technologies such as ChatGPT is still in its early phases. However, there is an increasing interest in using these techniques to improve educational outcomes. The Malaysia Education Blueprint 2013-2025 emphasises the need of using technology into education to create a more dynamic and effective learning environment. This study intends to contribute to the discussion by investigating the specific benefits and perceptions of utilising ChatGPT in academic writing among pre-university students.

METHODOLOGY

Introduction

This chapter outlines the research methodology used to identify the benefits and challenges of using ChatGPT academic writing among pre-university students. The study employs a quantitative research design, utilising a survey research method to gather data through questionnaires from Semester 1 and Semester 2 Foundations in TESL students at UiTM Dengkil. The chapter details the research design, population, sample size, participants, research instruments, data collection procedures, and data analysis methods.

Research Design

The research design for this study is quantitative, focusing on the collection and analysis of numerical data. According to Creswell (2013), a quantitative approach is suitable for studies aiming to measure variables and determine relationships between them. The survey method is chosen for its efficiency in gathering data from a group of respondents, providing a broad understanding of the research questions.

Population & Sample

The population for this study consists of pre-university students enrolled in Semester 1 and Semester 2 of the Foundations in TESL program at UiTM Dengkil. A random sampling technique was employed to select participants, ensuring that the sample is representative of the larger population. According to Creswell (2013), an adequate sample size is crucial for ensuring the validity and reliability of the survey results. Therefore, the sample size is determined by the availability and willingness of students to participate in the study and also the researcher’s time constraint. Hence, the study included 30 students from both semesters, picked at random.

Research Instruments

The primary data collection instrument in this study was a structured questionnaire designed to answer all of the research objectives. The questionnaire was separated into four sections: Section A consists of 2 items to collect demographic information from participants; Section B consists of 5 items and included Likert scale questions on assessing the benefits and challenges of using ChatGPT in academic writing; Section C consists of 5 items and also contained Likert scale questions on evaluating the impact of ChatGPT on students’ writing skills; and lastly Section D consists of 8 items of Likert scale questions exploring students’ attitudes and perceptions about the use of ChatGPT, with a particular focus on academic integrity. This organised approach facilitated the collection of detailed and measurable data, laying a solid foundation for later research.

Data Collection

The data collection method was thoroughly planned and carried out to ensure the accuracy and dependability of the data that was acquired. The questionnaire was designed using Google Forms, an online tool that allows for efficient distribution, completion, and collection of survey responses. This method was chosen for its convenience and ability to reach all participants regardless of their physical location, ensuring a high response rate and timely data collection. The Google Form link to the questionnaire was distributed accompanied by an introductory message explaining the purpose of the study and instructions for completing the questionnaire. Participants were given one week to complete the survey, with reminders sent periodically to encourage participation. The use of an online questionnaire facilitated easy access and allowed participants to complete the survey at their convenience.

The study followed ethical guidelines to maintain research integrity and preserve participant privacy. Participants were told of the study’s objectives, their voluntary involvement, and the option to withdraw at any moment without consequences. All participants provided informed consent before beginning the questionnaire. To maintain confidentiality and anonymity, no personally identifiable information was collected via the questionnaire.

Data Analysis

The data analysis for this study was conducted using the Statistical Package for the Social Sciences (SPSS) software, known for its robust analytical capabilities in educational research. The first step involved data cleaning, where responses were reviewed for completeness and accuracy, ensuring the dataset’s integrity. Following this, descriptive statistics were generated to summarise the data. These included frequencies, percentages, and, most importantly, mean scores. The use of mean scores provided a clear and straightforward interpretation of the central tendencies within the data, highlighting the average responses for various items on the questionnaire.

The findings were generally evaluated with mean scores to determine the key benefits and challenges of using ChatGPT in academic writing among pre-university students at UiTM Dengkil. By focusing on frequencies and mean scores, the study identified the most important aspects where students recognized benefits or encountered challenges. Higher mean scores indicated higher perceived benefits or challenges, whereas lower mean scores implied less relevance. This technique provided a more in-depth assessment of ChatGPT’s impact, indicating areas that required the most attention. The descriptive analysis offered an extensive overview of the general trends and patterns, making the data easy to comprehend and directly drive the development of efficient ChatGPT integration tactics within academic writing education. The use of SPSS facilitated an organized and reliable analysis process, enhancing the validity and clarity of the study’s conclusions.

FINDINGS & DISCUSSION

Demographic Information

Section A of the questionnaire explores the important background of the participants pertaining information such as Gender and which Semester of Foundation Studies they are on.

Table 1: Gender

Table 1 shows the gender distribution among the 30 respondents. The questionnaire had an equal number of male and female respondents with 15 male and 15 female, each making up 50% of the total 30 respondents.

Table 2: Semester of Study

Table 2 illustrates the distribution of the respondents’ semester of study. According to the data, 12 respondents are from Semester 1 representing 40% of the group while the remaining 18 respondents are from Semester 2, making up 60% of the total.

Benefits and Challenges of Using ChatGPT

Section B of the questionnaire contains 5 five-point Likert Scale pertaining information in relation to the benefits and challenges of using ChatGPT among Semester 1 and Semester 2 Foundations in TESL Student of UiTM Dengkil.

Item 1: ChatGPT improves the grammar and language quality of my academic writing.

Item 1 of Section B of the questionnaire asks pre-university students at UiTM Dengkil about their perceptions of ChatGPT’s impact on enhancing the grammar and language quality of academic writing. The data show a variety of responses: 7 students (23.3%) strongly agree, while 16 students (53.3%) agree with the statement, demonstrating that the majority of students see considerable benefits in using ChatGPT to improve their writing quality. However, 7 individuals (23.2%) remain neutral, indicating variation in their experiences or a lack of strong view on the subject. This distribution shows that, while the majority of students perceive ChatGPT’s beneficial impact on their writing, a significant proportion are uncertain.

Item 2: Using ChatGPT increases my writing productivity.

Item 2 of Section B of the questionnaire shows there is a strong agreement among pre-university students at UiTM Dengkil about the influence of ChatGPT on their writing output. A substantial majority of 25 students (83.3%) strongly agree that using ChatGPT improves their writing efficiency, while 5 students (16.7%) agree. This overwhelmingly favourable reaction shows that ChatGPT is extremely effective at assisting students in producing written work more effectively. The high level of agreement demonstrates ChatGPT’s potential as a useful tool in academic settings, allowing for speedier and probably higher-quality writing outputs. This finding emphasises the need of using AI technologies into educational procedures in order to increase student productivity and expedite the writing process.

Item 3: ChatGPT assists me in generating ideas for my writing.

Item 3 of Section B examines the vast majority of pre-university students at UiTM Dengkil find ChatGPT to be quite useful in generating ideas for their writing. Specifically, 25 students (83.3%) strongly agree, while 4 students (13.3%) agree that ChatGPT assists them in producing ideas. Only one student (3.3%) remains neutral on this assertion. This agreement demonstrates ChatGPT’s ability to motivate and inspire students in their writing processes, demonstrating its potential as a useful brainstorming tool. The high number of students who believe ChatGPT is useful in idea generation highlights its role in improving creativity and implies that incorporating ChatGPT into academic writing could considerably benefit students by creating a more efficient and productive writing process.

Item 4: ChatGPT helps me better organise and structure my writing.

Item 4 of Section B finds that the majority of pre-university students at UiTM Dengkil believe ChatGPT helps them organise and structure their writing better. Specifically, 12 students (40%) strongly agree, whereas 16 students (53.3%) feel that ChatGPT assists them in this area. Only two students (6.7%) remained neutral. This suggests that ChatGPT is seen as an effective technique for improving the coherence and structure of academic writing, which may improve students’ ability to communicate their ideas clearly and rationally. Integrating ChatGPT into academic writing techniques should help students create better organised works.

Item 5: ChatGPT reduces the time I spend on editing and proofreading.

Item 5 of Section B shows a solid agreement among pre-university students at UiTM Dengkil about ChatGPT’s effectiveness in reducing time spent editing and proofreading. Specifically, 28 students (93.3%) strongly agree, while 2 students (6.7%) agree that ChatGPT greatly reduces editing and proofreading time. This overwhelming agreement emphasises ChatGPT’s significance in automating and streamlining these key components of the writing process, allowing students to concentrate on content production rather than mechanical corrections. This highlights ChatGPT’s potential to improve overall writing efficiency and productivity, implying its usefulness as a tool for boosting students’ academic writing skills.

Analysis of Benefits and Challenges of Using ChatGPT

The analysis of benefits and challenges of using ChatGPT among Semester 1 and Semester 2 Foundations in TESL students at UiTM Dengkil reveals insights into how well ChatGPT can help the students in their academic writing. Among the significant findings, the mean score for Item 5: ChatGPT reduces the time I spend on editing and proofreading (M=4.93) stands out as the highest, indicating that AI can help minimise the time taken by the students to complete an academic writing assignment. Editing and proofreading can be time consuming for students as they might need to go through peer reviews or even opt for language professionals that offer the service which then will take some time for the turnaround or even cost them money. Additionally, Item 2: Using ChatGPT increases my writing productivity (M=4.83) and Item 3: ChatGPT assists me in generating ideas for my writing (M=4.80) also yield relatively high mean scores outlining the benefits of using ChatGPT as a valuable tool for brainstorming and expanding on ideas, facilitating the creative process and supporting students in developing coherent and insightful content as it can provide immediate feedback to the students.

Moreover, the mean scores for Item 1: ChatGPT improves the grammar and language quality of my academic writing (M=4.00) and Item 4: ChatGPT helps me better organise and structure my writing (M=4.33) suggests moderate levels of benefiting on language rules and content organisation. This may indicate that ChatGPT does provide some help but the students do not consider them significant enough to affect their workflow as they may prefer to do it by themselves. This is interesting as the respondents collectively agree that the statements on ChatGPT are true either in a positive manner or gets nullified, but never going to the negative side. Hence, these findings point towards ChatGPT being beneficial to the students in the context of academic writing and has insignificant challenges. Overall, the analysis highlights the potential that ChatGPT holds if it were to be implemented accordingly and would help students to generate ideas and complete their tasks in a more effective manner.

ChatGPT’s Impact on Writing Skills

Section C of the questionnaire contains 5 five-point Likert Scale to examine ChatGPT’s impact on writing skills among Semester 1 and Semester 2 Foundations in TESL Student of UiTM Dengkil.

Item 1: ChatGPT has significantly improved my writing skills.

Item 1 of Section C describes the various perspectives of pre-university students at UiTM Dengkil on the impact of ChatGPT on their writing skills. Four students (13.3%) strongly agree, while fifteen students (50%) agree that ChatGPT significantly improved their writing skills. Meanwhile, 8 students (26.7%) are neutral, with 3 students (10%) disagreeing. The data indicate diverse levels of perceived effectiveness among students, reflecting both positive outcomes and uncertainty about ChatGPT’s function in improving writing skills.

Item 2: ChatGPT helps me understand and apply grammar rules better.

Item 2 of Section C explores how pre-university students at UiTM Dengkil evaluate the role of ChatGPT in improving their comprehension and application of grammar rules. Specifically, 3 students (10%) strongly agree, whereas 13 students (43.3%) agree that ChatGPT assists them in this matter. Meanwhile, 13 students (43.3%) are neutral, indicating doubt or fluctuation in their experiences, while 1 student (3.3%) disagrees. This distribution of responses indicates that students have varied feelings about ChatGPT’s usefulness in teaching grammar understanding and application. While some students recognize its helpful function, others express doubts or a lack of clear perspective.

Item 3: ChatGPT has helped me develop a clearer writing style.

Item 3 of Section C indicates that pre-university students at UiTM Dengkil have different perspectives on ChatGPT’s function in helping them acquire a clearer writing style. Specifically, 4 students (13.3%) strongly agree, whereas 16 students (53.3%) agree that ChatGPT has been useful in this regard. Meanwhile, 8 students (26.7%) stay neutral, with 2 students (6.7%) disagreeing. These findings indicate that, while the majority of students acknowledge ChatGPT’s favourable impact on their writing clarity, a sizable proportion are unsure or disagree.

Item 4: My ability to formulate original ideas has improved with the use of ChatGPT.

Item 4 of Section C illustrates that pre-university students at UiTM Dengkil believe ChatGPT is useful for increasing their ability to generate creative ideas. Specifically, 9 students (30%) strongly agree, 14 students (46.7%) agree, 6 students (20%) are neutral, and 1 student (3.3%) disagrees. These findings show that the majority of students believe ChatGPT enhances their creativity and idea production, however some are unsure or disagree.

Item 5: ChatGPT has enhanced my overall confidence in academic writing.

Item 5 of Section C shows that the majority of pre-university students at UiTM Dengkil believe ChatGPT has increased their general confidence in academic writing. Specifically, 16 students (53.3%) highly agree, 11 students (36.7%) agree, and 3 students (10%) are neutral on this matter. These data indicate that ChatGPT greatly increases students’ confidence in their writing talents, with a total of 90% expressing positive views. The high degree of agreement demonstrates the tool’s effectiveness in empowering students and encouraging a more confident attitude to academic writing.

Analysis of ChatGPT’s Impact on Writing Skills

The analysis of ChatGPT’s impact on writing skills among Semester 1 and Semester 2 Foundations in TESL students at UiTM Dengkil was examined, and significant improvements were found across various aspects of academic writing. Item 5: ChatGPT has enhanced my overall confidence in academic writing (M=4.43) stands out as students consider ChatGPT as highly effective in increasing their overall confidence in academic writing, indicating a strong psychological advantage. This implies that the tool not only improves the technical parts of writing, but also creates a sense of competence and assurance. Furthermore, Item 4: My ability to formulate original ideas has improved with the use of ChatGPT (M=4.03), further highlights its importance to promote creative processes and help generate original content. These findings are consistent with broader educational ideas that predict that AI tools can promote student engagement and self-efficacy by delivering rapid feedback and allowing for iterative development in writing assignments.

While students recognize the benefits of ChatGPT, particularly in terms of confidence and idea production, its impact on fundamental writing abilities like grammar and style is more subtle. Scores for Item 2: ChatGPT helps me understand and apply grammar rules better (M=3.60) and Item 3: ChatGPT has helped me develop a clearer writing style. (M=3.73) show moderate impact, implying that ChatGPT supports rather than replaces traditional learning approaches. Item 1: ChatGPT has significantly improved my writing skills (M=3.67) which measures the tool’s influence on general writing skills, shows room for additional development and integration into the curriculum to optimise its potential benefits. These findings highlight the importance of ongoing research and pedagogical adaptation in effectively using ChatGPT’s capabilities for improving both technical skill and creative expression in academic writing situations.

Academic Integrity and Attitudes Towards ChatGPT

Section D of the questionnaire contains 8 five-point Likert Scale items pertaining information on the Academic Integrity and Attitudes Towards ChatGPT among Semester 1 and Semester 2 Foundations in TESL Student of UiTM Dengkil.

Item 1: I have a positive attitude towards the use of ChatGPT in academic writing.

Item 1 of Section D suggests that pre-university students at UiTM Dengkil have a generally good attitude about using ChatGPT in academic writing. According to the results, 18 students (60%) strongly agree and 11 students (36.7%) agree with this statement, with only one student (3.3%) remaining neutral. These data indicate that the vast majority of students see ChatGPT highly and value its contributions to their academic writing. This widespread positive reaction demonstrates the acceptance and perceived usefulness of using ChatGPT in education.

Item 2: I am comfortable integrating ChatGPT into my academic writing process.

Item 2 of Section D shows that pre-university students at UiTM Dengkil are generally comfortable incorporating ChatGPT into their academic writing process. Specifically, 14 students (46.7%) strongly agree, 12 students (40%) agree, and 4 students (13.3%) are neutral on this issue. These data demonstrate that the majority of students are comfortable utilising ChatGPT as part of their writing routine; however, the neutral responses indicate that some students are still adjusting to or uncertain about fully incorporating ChatGPT into their writing process.

Item 3: I believe ChatGPT should be widely adopted in academic settings.

Item 3 of Section D demonstrates that pre-university students at UiTM Dengkil strongly support the widespread use of ChatGPT in academic contexts. 13 students (43.3%) strongly agree with this statement, while another 13 students (43.3%) agree, leaving 4 students (13.3%) neutral. These data show that there is widespread support for integrating ChatGPT into educational settings, reflecting students’ perceptions of its benefits and usefulness. The neutral replies indicate that a small number of students may have questions or need more information about the broader implications of widespread adoption.

Item 4: I believe ChatGPT enhances the learning experience in academic writing.

Item 4 of Section D suggests the majority of UiTM Dengkil’s pre-university students believe ChatGPT improves their academic writing learning experiences. 17 students (56.7%) highly agree, 8 students (26.7%) agree, and 5 students (16.7%) remain neutral on the matter. These findings indicate that the majority of students see ChatGPT as a beneficial tool that enhances their academic writing learning experience. The positive sentiment emphasises ChatGPT’s role in promoting a more successful and engaging writing experience, however some students are unsure of its effects.

Item 5: I ensure the ethical use of ChatGPT by following academic guidelines and proper citation practices.

Item 5 of Section D displays a significant dedication among UiTM Dengkil’s pre-university students to using ChatGPT ethically by adhering to academic rules and suitable citation methods. Here, 21 students (70%) strongly agree, 8 students (26.7%) agree, and only one student (3.3%) is neutral. These findings show a high degree of knowledge and adherence to ethical standards when utilising ChatGPT, indicating that students grasp the value of academic integrity and responsible AI usage in their writing processes.

Item 6: I take steps to ensure the academic integrity of my work when using ChatGPT.

Item 6 of Section D shows a high devotion of pre-university students at UiTM Dengkil to academic integrity while utilising ChatGPT. In particular 22 students (73.3%) strongly agree, 5 students (16.7%) agree, and 3 students (10%) are neutral on this issue. These findings indicate that the vast majority of students are concerned about maintaining academic integrity when using ChatGPT in their work.

Item 7: I am aware of the potential ethical concerns related to using ChatGPT in academic writing.

Item 7 of Section D points out a high level of awareness among pre-university students at UiTM Dengkil about the potential ethical concerns associated with using ChatGPT for academic writing. 26 students (86.7%) strongly agree, whereas 4 students (13.3%) agree with this statement. These results show that all students understand the ethical concerns of using AI tools in their work. This widespread awareness highlights the necessity for ongoing education and guidelines to ensure the proper use of AI in academic contexts.

Item 8: I would recommend the use of ChatGPT to my peers or colleagues for academic writing.

Item 8 of Section D shows that the majority of pre-university students at UiTM Dengkil are likely to recommend ChatGPT to their friends or colleagues for academic writing. 16 students (53.3%) highly agree, 12 students (40%) agree, and 2 students (6.7%) are neutral on this statement. These data show that students had a positive opinion of ChatGPT, indicating their belief in its utility and possible benefits for others in academic writing. The neutral responses may indicate that some students may have doubts or need additional information before suggesting ChatGPT to others.

Analysis of Academic Integrity and Attitudes Towards ChatGPT

The analysis of academic integrity and attitudes toward ChatGPT showed overwhelmingly positive results across all areas. Item 1: I have a positive attitude towards the use of ChatGPT in academic writing (M=4.57) indicates that students typically favour ChatGPT. Item 2: I am comfortable integrating ChatGPT into my academic writing process (M=4.33) further reinforce this positive attitude. This implies that students not only understand the benefits of ChatGPT, but also feel comfortable incorporating it into their writing routines. Item 3: I believe ChatGPT should be widely adopted in academic settings (M=4.30) demonstrates a significant endorsement from students for broader implementation of this technology.

Furthermore, students’ appreciation towards the educational value of ChatGPT as indicated by Item 4: I believe ChatGPT enhances the learning experience in academic writing (M=4.40) suggests that they see ChatGPT as a tool for improving their learning outcomes. Ethical considerations also influence students’ use of ChatGPT. Item 5: I ensure the ethical use of ChatGPT by following academic guidelines and proper citation practices (M=4.67) and Item 6: I take steps to ensure the academic integrity of my work when using ChatGPT (M=4.63) demonstrate students’ commitment to maintaining academic integrity while using AI tools. Additionally, Item 7: I am aware of the potential ethical concerns related to using ChatGPT in academic writing (M=4.87) received the highest mean score indicating that students are well-informed of the ethical implications of employing AI in academic contexts. Finally, Item 8: I would recommend the use of ChatGPT to my peers or colleagues for academic writing (M=4.47) demonstrates students’ willingness to advocate for the use of ChatGPT, reinforcing its perceived value and benefit in academic writing.

Overall, the findings show that students not only recognize the value of ChatGPT in improving their academic writing, but they are also concerned with upholding ethical standards and academic integrity. These findings strongly support the use of ChatGPT in educational contexts, demonstrating that it has the potential to dramatically improve students’ learning experiences and writing productivity.

CONCLUSION & RECOMMENDATIONS

The integration of ChatGPT into academic writing among pre-university students, particularly in the context of Semester 1 and Semester 2 Foundations in TESL students at UiTM Dengkil, yields some interesting results. This study intended to investigate the advantages and disadvantages of using ChatGPT, its impact on students’ writing skills, and attitudes and perceptions about academic integrity when using AI tools. The data show that ChatGPT improves students’ writing productivity, idea development, and saves time spent editing and proofreading. With high mean scores for these categories, it is clear that students consider ChatGPT to be a beneficial tool for expediting the writing process. The tool’s capacity to improve grammar and language quality, as well as to help organise and structure works, emphasises its usefulness in academic settings.

However, the study sheds light on the conflicting responses to the increase of writing skills. While many students believe ChatGPT has helped them create a clearer writing style and generate fresh ideas, there is less agreement about its influence on comprehending and applying grammatical rules. This shows that, while ChatGPT is an effective tool, it may not be able to completely replace traditional learning approaches in certain elements of writing skill development. Furthermore, students express a positive attitude toward the use of ChatGPT, showing comfort and support for its widespread implementation in academic contexts. The high mean scores in academic integrity measures indicate that students took a deliberate approach to ensuring ethical use of the tool. Students are aware of potential ethical issues and actively work to follow academic rules and proper citation methods. Based on the conclusions drawn from this study, several recommendations can be made for the effective integration of ChatGPT in academic writing:

Enhanced Training and Workshops

One of the most effective approaches to incorporate ChatGPT into academic contexts is to provide additional training and workshops. These sessions should aim to educate both students and educators on ChatGPT’s potential and limits. Training ought to demonstrate how to use the tool at various stages of the writing process, including brainstorming, drafting, and editing. Workshops can provide hands-on experience, allowing participants to explore the tool in a controlled environment while being guided by expert instructors.

Furthermore, these sessions should highlight the need of combining AI aid with traditional writing techniques. Students should be encouraged to use ChatGPT as a complement, not a crutch. Training can include tasks that require students to reflect on how they utilise ChatGPT, such as comparing AI-assisted drafts versus independently produced ones to identify areas for improvement. Workshops can also cover typical ethical problems and proper citation methods, ensuring that students understand how to maintain academic integrity when utilising AI tools. Educational institutions can help students get the most out of ChatGPT by providing comprehensive training that fosters important writing skills and ethical awareness. These workshops can be included in the curriculum or given as extracurricular activities, making them available to all students.

Ethical Guidelines and Policies

Establishing clear ethical standards and guidelines is critical for the responsible use of ChatGPT in academic contexts. Institutions should develop regulations specifying the appropriate use of AI tools, ensuring that students understand the bounds and expectations. These rules should cover topics such as plagiarism, proper citation practices, and the originality of AI-generated work. Educational organisations can develop extensive documentation outlining how to use ChatGPT ethically. This documentation may provide instances of both proper and improper use, emphasising the necessity of academic honesty. In addition, policies should require students to disclose when they have utilised AI tools in their work and to properly cite any AI-generated output.

To enforce these guidelines, education institutions can create honour codes or integrity pledges that students must sign, agreeing to upholding ethical standards when utilising AI tools. Regular workshops and lectures can be held to address ethical concerns and the necessity of academic integrity. Establishing and maintaining defined ethical criteria allows institutions to ensure that the use of ChatGPT and comparable tools improves learning without jeopardising ethical standards.

Continuous Monitoring and Feedback

Continuous monitoring and feedback are required to ensure that the use of ChatGPT promotes students’ academic development. Instructors should actively monitor how students utilise ChatGPT, providing feedback to help them improve their writing skills and use this tool more efficiently. This can be accomplished through regular check-ins in which teachers examine students’ work and talk about their experiences with ChatGPT. Instructors can track students’ writing skills over time by including the use of AI tools into the evaluation process. Assignments can be set so that students utilise ChatGPT to draft their work before refining it independently. This approach enables instructors to provide specific feedback on both AI-assisted and independently written work, assisting students in understanding their work’s strengths and weaknesses.

Moreover, continuous monitoring can help to identify any excessive reliance on ChatGPT. If a student repeatedly uses the tool for fundamental tasks, instructors can intervene and provide further guidance to help them build their independent writing skills. Feedback sessions can also address ethical problems, reminding students of the value of originality and proper citation techniques. Educational institutions can ensure that ChatGPT is used to enhance rather than replace essential writing skills by establishing a constant monitoring and feedback mechanism. This approach encourages a balanced integration of AI tools, which aids students’ development as proficient and ethical writers.

The integration of ChatGPT into academic writing has significant potential for increasing students’ writing productivity, idea production, and overall learning experience. However, it is critical to approach this integration carefully, with a focus on maintaining academic integrity and improving students’ independent writing skills. By applying the recommendations outlined above, educational institutions can maximise the potential of ChatGPT while also encouraging a balanced and ethical approach to academic writing in the digital age.

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