Challenges and Strategies for Using ChatGPT in Written Communication Assignments: A Study of University Students in Malaysia

Abstract

The development of generative Artificial Intelligence (AI) models, particularly ChatGPT, has gained considerable attention among academics and researchers in recent years. Research shows that ChatGPT can be a vital means of increasing students’ writing performance. However, students may face difficulties in developing effective strategies to incorporate ChatGPT-generated content into written tasks. Therefore, this study sought to examine the challenges and strategies employed by students to use ChatGPT-generated responses for written communication assignments. The study utilized a quantitative method, using a descriptive survey technique. A self-developed questionnaire was used to gather data from a sample of 59 communication students at a Malaysian public university. The data were examined through descriptive statistics and Pearson correlation analysis. According to the findings, students face various challenges in using ChatGPT-generated responses, such as the inability to express unique writing skills, dealing with inaccurate citation formats, as well as difficulty revising ChatGPT-generated responses. The students also employ certain relevant strategies for using ChatGPT-generated responses, such as adding ideas to already generated ChatGPT content, using ChatGPT as a means of idea generation, paraphrasing ChatGPT-generated responses, and replacing ChatGPT-generated words with synonyms. Accordingly, the analysis showed a significant association between students’ challenges and the strategies they employ to utilize ChatGPT-generated responses. This study provides valuable information that can help educators and relevant authorities review and reinforce institutional policies for quality higher education, particularly in the Malaysian context.