Use of ChatGPT among form Two Students in a Secondary School in Hulu Selangor: A Survey Method

Abstract

This study investigates Form Two students’ perceptions of using ChatGPT as a pedagogical support tool in Malay language learning within a suburban secondary school in Hulu Selangor. Motivated by concerns regarding students’ limited writing proficiency, uneven digital readiness, and the emerging risks of unregulated generative AI use, the study examines three core aspects: students’ perceptions of ChatGPT, its role in enhancing their understanding of instructional content, and its perceived influence on writing development. A descriptive survey design was employed, with a five-point Likert-scale questionnaire administered to 120 students following three guided instructional sessions involving structured ChatGPT use. Data were analysed using descriptive statistics, including means, standard deviations, and percentage distributions. Findings show consistently positive perceptions across all constructs, with moderately high overall mean scores: perceptions toward ChatGPT (M = 25.56, SD = 6.148), enhancement of instructional understanding (M = 25.43, SD = 6.307), and influence on writing skills (M = 26.28, SD = 6.552). Students reported that ChatGPT improved comprehension of linguistic and literary elements, strengthened retention of instructional content, and supported clearer organisation of ideas while enhancing confidence in writing. However, the analysis also revealed tendencies toward overreliance on AI-generated suggestions, inconsistent fact-checking, and difficulty in interpreting deeper values, arguments, and contextual meanings without teacher mediation. Overall, the study suggests that ChatGPT can function as an effective supplementary tool in Malay language instruction when embedded within structured, teacher-mediated learning activities that cultivate critical reasoning, reflective writing, and responsible AI engagement. The findings contribute to the growing body of evidence on AI-supported learning in Malaysian schools and highlight the need for context-sensitive policies, equitable digital access, and explicit AI literacy frameworks to ensure ethical and pedagogically sound integration of generative AI.