Exploring TVET Students’ Perceived Writing Skill Enhancement and Ethical Awareness in the Context of ChatGPT Use in English Writing Tasks

Abstract

 The integration of AI tools such as ChatGPT in academic contexts has sparked ongoing debate about their impact on students’ writing development and ethical decision-making. This study investigates the perceptions of Malaysian community college students in a Technical and Vocational Education and Training (TVET) program regarding ChatGPT’s role in enhancing their English writing skills and shaping their ethical awareness. This study employs a quantitative survey method, where data were collected from 62 diploma students enrolled in a Functional English course at Ampang Community College. The questionnaire assessed students’ perceived improvements in grammar, idea organization, and clarity, as well as their ethical awareness and actual practices in using ChatGPT. The findings show that while students generally view ChatGPT as a helpful writing support tool, there are concerns about overreliance and inconsistent ethical application. The findings underscore the need for pedagogical strategies that integrate AI literacy and ethical reflection, ensuring that students benefit from AI assistance without undermining academic integrity or long-term skill development. 

Keywords: ChatGPT-Assisted Learning, Writing Skill Enhancement, and Ethical Awareness