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ILEIID 2025 | International Journal of Research and Innovation in Social Science (IJRISS)

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Special Issue | Volume IX Issue XXIV October 2025

ChatGPT in the Academic World: A Study on the Dependence and

Ethics of Undergraduate Arabic Language Students' Final Year

Projects (FYP)

Maimanah Binti Samsuri,

Nurul Hanilah Binti Mohd Ismath,

Tengku Nazatul Shima Tengku Paris

1&3

Akademi Pengajian Bahasa, Universiti Teknologi MARA Cawangan Pahang Kampus Raub

Department of Arabic Language, International Islamic University Malaysia, Pagoh Campus

DOI: https://dx.doi.org/10.47772/IJRISS.2025.924ILEIID0067

Received: 23 September 2025; Accepted: 30 September 2025; Published: 31 October 2025

ABSTRACT

This study seeks to generate empirical data regarding the utilization of ChatGPT in final year project (FYP)

writing, focusing on reliability, effects on originality quality, and ethical judgments. 84 Bachelor of Arabic

Language students from Universiti Teknologi MARA Shah Alam participated in this study. This research uses

a quantitative methodology to integrate two theories: Task-Technology Fit (TTF) and Self-Efficacy. The

questionnaire on Google Forms was disseminated using email or the WhatsApp application, followed by

analysis using SPSS. The study findings reveal that students gain substantial advantages and depend on

ChatGPT for writing processes and duties associated with their final year projects, including developing

research frameworks and idea generation. Students exhibit reluctance and apprehension around possible

infractions associated with using ChatGPT, resulting in a decline in creativity and integrity. The concern

necessitates oversight and focus from institutions and educators to guarantee its seamless operation and

adherence to appropriate norms. Scientific writing and Arabic-language FYPs have flaws, particularly in their

reliance on supervisor or lecturer reviews, stemming from inadequate language quality.

Keywords: (Arabic Language Bachelor's student, ChatGPT, final year writing project (FYP), level of

dependence writing ethics)

INTRODUCTION

Recently, the imperative for integrating artificial intelligence (AI), notably ChatGPT, within the educational

framework has emerged as an essential and inescapable requirement, especially in academic writing and

various learning activities. Final-year students encounter significant challenges and pressures while

completing their final-year projects (FYP), necessitating extensive research, adherence to academic writing

standards, ongoing revisions, structured composition, and management of time constraints. The advent of AI

generation tools such as ChatGPT has provided substantial assistance in this process, rendering it a vital

resource for students (Kasneci et al., 2023). This event indirectly indicates a profound transition from

traditional writing methodologies to a human-AI hybrid approach that is transforming the standards of

academic work production.

The effect and role of AI, such as ChatGPT, are increasingly evident in generating ideas, writing outlines,

streamlining workflows, and offering unrestricted access to existing information. This may create integrity

concerns and authenticity hazards, presenting difficulties for educational institutions in reassessing evaluations

to accurately gauge students' true capabilities and authentic writing ethics (Bhullar et al., 2024; Akgun &

Greenhow, 2022). Integrating AI and ChatGPT in education transcends mere technological adoption; it

necessitates a pedagogical transformation that emphasizes critical assessment of AI-generated material,

guidance in content mastering, and the enhancement of instructor proficiency (UNESCO, 2023).

A thorough review indicated that AI and ChatGPT provide advantages in facilitating research and daily tasks,

thereby reducing the likelihood of plagiarism or acquiring erroneous information regulated by institutions

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(Dempere et al., 2023). The UNESCO framework prioritizes AI literacy, ethics, and human-centered design as

fundamental criteria for implementation (UNESCO, 2024). Consequently, students' dependence on ChatGPT

for academic assignments, including final year projects, is rising, paralleling the pressing necessity for

educational institutions to modify their pedagogical approaches. This situation highlights the challenges of

examining the extent of dependence necessary for developing adequate and pertinent educational policies and

practices for the future. This study seeks to generate empirical data regarding the utilization of ChatGPT in

final year project (FYP) writing, focusing on reliability, influence on originality quality, and ethical judgments.

84 Bachelor of Arabic Language students from Universiti Teknologi MARA Shah Alam engaged in this study.

This research uses a quantitative methodology to integrate two theories: Task-Technology Fit (TTF) and Self-

Efficacy. A questionnaire on Google Forms was sent over email or WhatsApp and subsequently analyzed

using SPSS. The study findings reveal that students gain substantial advantages and depend on ChatGPT for

writing processes and duties associated with their final year projects, including developing research

frameworks and idea generation. Students exhibit reluctance and apprehension around possible infractions

associated with using ChatGPT, resulting in a decline in creativity and integrity. This necessitates oversight

and focus from institutions and educators to guarantee seamless operation per appropriate norms. Scientific

writing and Arabic-language FYPs exhibit flaws, particularly in their reliance on supervisor or lecturer

assessment, stemming from inadequate language quality.

Consequently, the incorporation of AI and ChatGPT is essential for final-year students in preparing and

composing their FYP, as it alleviates cognitive load, enhances writing efficiency, and optimizes their workflow.

This study investigates explicitly the extent to which Bachelor of Arabic Language students rely on ChatGPT

for their final year projects (FYP), which significantly depend on language proficiency, time management, and

academic rigor. According to global trends, ChatGPT functions primarily as a productivity enhancer and

writing aid; yet it necessitates ethical regulation and suitable assessment frameworks (Dempere et al., 2023;

Bhullar et al., 2024).

LITERATURE REVIEW

Theoretical Framework

This study is grounded in two complementary theoretical frameworks that mutually reinforce one another:

Task-Technology Fit (TTF) theory, established by Goodhue and Thompson (1995), and self-efficacy theory, a

core component of Bandura's (1977) Social Cognitive Theory. Task-Technology Fit (TTF) idea pertains to the

degree to which technology acceptance and utilization influence individual performance, contingent upon the

alignment of the technology with the work requirements. For instance, employing ChatGPT in the

composition of a final year project facilitates idea formation, concept elucidation, or linguistic verification

pertinent to the assignment (Kasneci et al., 2023; Dwivedi et al., 2023; Dempere et al., 2023).

Self-Efficacy Theory emphasizes self-confidence as a determinant of human behavior, shaped by

achievements, social interactions, verbal encouragement, and emotional expression (Bandura, 1977). The

amalgamation of these two ideas yields significant benefits in passive reception and favorable, proactive

evaluative results inside the cognitive process, accompanied by appropriateness and self-assurance. Using

ChatGPT by students can enhance their academic success and performance while mitigating plagiarism

(Kasneci et al., 2023; Dwivedi et al., 2023; Dempere et al., 2023). Observations indicate that TTF enhances

student performance through technological assistance, particularly as a tool for completing homework. It

elucidates the timing and methodology by which ChatGPT functionalities assist with language assignments

and citations. Self-efficacy elucidates how students utilize technology across diverse learning contexts,

examining their reliance and ethical discernment in selecting, modifying, and aggregating knowledge

(Goodhue & Thompson, 1995; Bandura, 1977; Cotton et al., 2023).

AI is undoubtedly beneficial for student writing, enhancing their skills and confidence. Students can enhance

the quality of their writing through the utilization of ChatGPT. Conversely, if students have diminished

confidence in their writing abilities, they may depend totally on AI. The discourse surrounding the utilization

of AI in academic writing has emerged as a prominent issue among scholars, focusing on its implications and

hazards to originality, writing integrity, ethics, and the establishment of clear rules for its appropriate

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application in academic contexts. Recent research indicates that the efficacy of ChatGPT aids in language

revision, writing structure, and idea support, especially for digital skills and meticulous job preparation

(Kasneci et al., 2023; Bettayeb et al., 2024). The assistance is essential for Bachelor of Arabic Language

students, particularly those in their final year, as both theories are required to harmonize TTF and self-efficacy

to balance performance, uniqueness, and ethical responsibility. This study presents an integrity model that

connects TTF to usage and subsequently to outcomes (quality/authenticity), using self-efficacy and ethics as

moderating variables.

Pedagogy and Education in Arabic

Arabic is a principal global language and is acknowledged as one of the six official languages by the United

Nations (UN). Arabic serves as the official language of the Arab populace and the liturgical language for

Muslims. Consequently, the instruction and acquisition of Arabic as a foreign language are progressively

expanding and evolving within educational institutions globally. Learning Arabic is challenging and presents

numerous difficulties, necessitating an engaging and effective pedagogical method. Richards and Rodgers

(2014) assert that a balanced emphasis on the four language skills—listening, speaking, reading, and writing—

is essential for fostering communication through group discussions, real-life simulations, and language games.

Artificial intelligence is unequivocally advantageous for student writing, augmenting their abilities and self-

assurance. Students can improve the quality of their writing with the use of ChatGPT. Conversely, if pupils

possess reduced confidence in their writing skills, they may rely entirely on AI. The discussion on the use of

AI in academic writing has become a significant concern among researchers, emphasizing its effects and risks

to originality, writing integrity, ethics, and the formulation of explicit guidelines for its proper use in academic

settings. A recent study indicates that ChatGPT is beneficial for language revision, writing structure, and idea

support, particularly in the context of digital skills and thorough job preparation (Kasneci et al., 2023; Bettayeb

et al., 2024). This is crucial for final-year Bachelor of Arabic Language students, as both theories must

integrate TTF and self-efficacy to maintain a balance of performance, distinctiveness, and ethical

responsibility. This research introduces an integrity model that links TTF to usage and, in turn, to outcomes

(quality/authenticity), with self-efficacy and ethics acting as moderating variables.

This procedure presents several problems for non-native Arabic-speaking students, including difficulties in

grasping grammar due to the dissimilar grammatical structure of Arabic compared to their own language and

the inherent complexity of Arabic grammar. The issue of word pronunciation arises from the significant

divergence between pronunciation and orthography compared to the Latin writing system, compounded by the

usage of diacritics (vowel markings) that influence word meaning. The primary problems are from

environmental factors and self-motivation, stemming from insufficient exposure to daily speaking contexts and

the use of uninspiring teaching materials that result in diminished focus during learning. Consequently,

integrating digital technology and multimedia in Arabic language instruction will enhance engagement and

elevate motivation. Research from 2013 to 2023 demonstrates that the shift towards technology-based

platforms, including MOOCs, VR, and AI, necessitates a blended learning approach that integrates old and

contemporary methodologies (Alyaqoubi et al., 2024).

The Use of ChatGPT in Teaching and Learning Arabic

The Application of ChatGPT in Arabic Education Technology in education is becoming increasingly essential

in contemporary society. ChatGPT is a prominent and captivating tool utilized by instructors and students.

ChatGPT is an artificial intelligence (AI) model created by OpenAI that is proficient at generating text in

multiple languages, including Arabic. It is a valuable resource in the educational process, particularly in

enhancing academic writing skills, notably in sentence form, vocabulary, and topic-specific idea development.

This is highly advantageous for pupils studying Arabic, facilitating their ability to build sentences accurately

and enhancing their academic writing skills (al-'Arabiyyah al-Fuṣḥā).

As a learner acquiring Arabic as a second or third language, I possess limited proficiency in constructing

flawless sentences and necessitate a tool to assist in their completion. Consequently, ChatGPT is highly

effective in constructing impeccable sentence patterns and can generate work that fulfills academic standards.

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Al-Khalaf and Al-Shehri (2023) assert that AI can expedite the production of academic writings and assist

students in comprehending the appropriate scientific writing style. ChatGPT can be a practical resource for

students to enhance their skills in composing essays, reports, and tasks in Arabic.

In academic writing, students commonly utilize ChatGPT to generate topic suggestions, plan and develop

content, create initial drafts, establish structural frameworks, and organize writing concerning complex

grammar, translation, and terminology. A study by Mhlanga (2023) indicates that AI can enhance the quality

of student writing when utilized as a supplementary tool rather than a complete substitute.

Nonetheless, ChatGPT requires oversight to guarantee adherence to research and writing integrity and ethics,

including preventing plagiarism and excessive dependence on technology. Academic writing cultivates critical

thinking skills, fosters idea generation, and enhances the capacity to construct arguments grounded in credible

sources. Consequently, the responsibility of educators is to assist students in achieving equilibrium between AI

utilization and original composition, while offering directives for employing AI as an adjunct to the

educational process rather than as a substitute for authentic written work. Cotton et al. (2023) contend that

explicit criteria are necessary to oversee the use of artificial intelligence in student writing to preserve the

originality and ethical standards of academic writing. Consequently, educational institutions and instructors

must instruct students in the responsible utilization of ChatGPT by integrating critical thinking, source

evaluation, and the generation of original ideas into academic tasks.

Figure 1: Conceptual Framework for the Use of ChatGPT in Education

The conceptual framework diagram above depicts the interrelations among several aspects of using ChatGPT

and its influence on writing (FYP). Three research inquiries were established: the reliance of students on

ChatGPT, its effect on writing quality and originality, and the influence of ChatGPT usage on writing ethics

within the literary domain. As the foundational framework, this picture depicts two theoretical models,

specifically Task-Technology Fit (TTF) and Self-Efficacy. This pertains to the degree of ChatGPT utilization

and its appropriateness for task execution according to the TTF framework (Goodhue & Thompson, 1995),

alongside the focus on individuals' confidence in their technological competence as delineated by the self-

efficacy theory (Bandura, 1977).

The conceptual framework diagram above depicts the interrelations among several aspects of using ChatGPT

and its influence on writing (FYP). Three study topics were established: the reliance of students on ChatGPT,

its effect on writing quality and originality, and the implications of ChatGPT usage on writing ethics within the

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literary domain. As the foundational framework, this picture depicts two theoretical models, specifically Task-

Technology Fit (TTF) and Self-Efficacy. This pertains to the degree of ChatGPT utilization and its

appropriateness in executing activities according to the TTF framework (Goodhue & Thompson, 1995),

alongside the focus on individuals' confidence in their technological proficiency per the self-efficacy theory

(Bandura, 1977).

METHODOLOGY

The study uses a quantitative method to assess the relationship between Task–Technology Fit (TTF) and self-

efficacy in the level of dependence on using ChatGPT in FYP writing among Arabic undergraduate students.

The process involves collecting data through a structured questionnaire. The instrument involves final year

students doing a final year project (FYP) from Universiti Teknologi MARA Shah Alam, with 84 respondents

through purposive sampling. The instrument was conducted online by distributing it using Google Forms via

email and a WhatsApp link from the course group.

Then, the data of this study were analyzed using SPSS software in two main ways, namely descriptive

analysis, which provides basic information about the respondents, and an independent t-test (Independent

Samples t-Test) to see the average difference between groups. In addition, the study uses exploratory factor

analysis (EFA) to ensure that the questionnaire is measured.

RESULTS AND DISCUSSION

Research question 1: Level of student dependence on ChatGPT in FYP writing

Research question 1 (SK!) results show student dependence on ChatGPT in FYP writing, with the highest

score of 4.19. Many students need ChatGPT throughout completing FYP to find ideas, understand concepts,

and organize drafts. In addition, students also use it to facilitate work, save time, and help them understand

academic content better. This aligns with the Task–Technology Fit theory, which sees students' tendency to use

technology when needed in their assignments (Kasneci et al., 2023). The following table shows some of the

answers given by students in relation to research question 1:

Table 1 text of research question 1 item

Category

Example of short text (paraphrase)

Disclosure of use

“I agree to state the part assisted by AI in the ethical method/statement."

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Help boundaries

“Limiting it to outlines and revisions is best, not full writing."

Review & verification

"AI information needs to be cross-checked with reputable sources."

CONCLUSION

In conclusion, students' reliance on and confidence in using ChatGPT to prepare and complete their FYP as a

tool is a good thing. However, it needs to be monitored, and guidelines must be given to maintain integrity and

ethics. This role also needs to be played by the institution by providing clear guidance and instruction on the

procedures for using AI in research and teaching so that it is beneficial and integrity is not questioned.

However, students majoring in Arabic need to seek advice and review it from their supervisors or lecturers

after using it, because sometimes the information or language conveyed by AI is inaccurate and needs to be

refined.

This study suggests that future researchers should be able to conduct studies across institutions with various

instruments and experimental forms, in addition to measuring the originality of the work and recording how

students interact with AI. Arabic-based studies, in particular, need to be seen regarding AI teaching and

knowledge that can be carried out in Arabic.

ACKNOWLEDGEMENTS

Special thanks to Anis Nurfazliynn Binti Muhd Yusuff, an undergraduate student of Arabic Language, for her

assistance in preparing the analysis of the study findings.

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