Studying the Relationship between the Use of ChatGPT and
Academic Writing Skills in Higher Education
Research Proposal
Name of the student Hira Munir
Program MS Education
Roll No./Registration No. MS-EDU/FA21/501
Session 2024-2026
Introduction
Academic writing is more than a requirement in higher education—it is a gateway to clear
thinking, persuasive argumentation, and active participation in scholarly discourse. Through
writing, students not only express ideas but also develop critical reasoning, analytical ability, and
independent learning skills. Despite its central role, many students experience difficulties in
academic writing, including problems with organization, grammar, vocabulary, and analytical
development. These challenges often affect both their academic performance and their level of
engagement with learning (Hyland, 2016; Wingate, 2012).
Traditionally, universities support students through writing centers, instructor feedback, and peer
review. Although these strategies are valuable, they are often constrained by time, accessibility,
and availability. Delayed feedback can interrupt the natural flow of the writing process and limit
opportunities for continuous improvement. In this context, the emergence of Artificial
Intelligence (AI) has introduced new possibilities for academic support. Among these tools,
ChatGPT—developed by OpenAI—has gained considerable attention for its ability to provide
immediate assistance in brainstorming, paraphrasing, summarizing, and proofreading. Research
indicates that such AI tools can help students produce more coherent, accurate, and well-
structured academic texts while improving writing efficiency (Kasneci et al., 2023; Dwivedi et
al., 2023).
However, the growing use of ChatGPT in academic writing also raises important concerns. While
it may enhance the surface quality of written work, there is an ongoing debate about whether it
contributes to the actual development of writing skills or encourages dependence on technology.
Scholars argue that excessive reliance on AI tools may reduce opportunities for students to
engage in deep thinking, originality, and sustained intellectual effort—abilities that are essential
for academic writing and higher-order learning (Zou et al., 2023). Academic writing is not merely
about producing grammatically correct text; it is a reflective and cognitive process that requires
continuous practice and active engagement.
Given the increasing integration of AI in higher education, it is important to examine how the use
of ChatGPT relates to students’ academic writing skills. This study therefore focuses on
investigating the relationship between the use of ChatGPT and academic writing skills in higher
education. Specifically, it explores how ChatGPT use is associated with writing quality, time
efficiency, learning retention, and critical thinking. By doing so, the study seeks to determine
whether ChatGPT serves as an effective learning support tool or primarily functions as a short-
term aid in completing writing tasks.
The increasing integration of artificial intelligence in higher education has begun to reshape the
nature of academic writing from an exclusively individual activity to a technology-supported
process. AI-based tools such as ChatGPT assist students in idea generation, organization of
arguments, language refinement, and revision, thereby influencing the overall quality of written
work (Dwivedi et al., 2023; Kasneci et al., 2023). Within the context of undergraduate students in
universities of Bahawalpur, where digital learning practices are rapidly expanding, students’
reliance on such tools may significantly affect their academic writing outcomes.
Students’ engagement with AI tools may also vary across disciplines and learning environments,
influencing the outcomes they achieve. Understanding this relationship is essential for the
responsible and effective integration of AI into academic writing practices.
Research Gap
Although the use of generative AI tools such as ChatGPT is increasing rapidly in higher
education, most existing studies focus on their technical capabilities, including grammar
correction, text generation, and structural support (Kasneci et al., 2023; Dwivedi et al., 2023).
Limited empirical research has examined how the use of ChatGPT is related to the development
of students’ academic writing skills.
Furthermore, the available literature provides insufficient evidence regarding its long-term
contribution to critical thinking and learning retention (Zou et al., 2023). Most studies are
conceptual in nature or conducted in Western educational contexts, highlighting the need for
empirical investigation in diverse academic settings. This study addresses this gap by examining
the relationship between ChatGPT use and academic writing skills among university students.
1.1 Rational of Study
The rapid development of Artificial Intelligence has significantly influenced teaching and
learning practices in higher education. ChatGPT, as an advanced AI-based writing assistant,
enables students to generate, edit, and refine academic content in real time, thereby improving
writing fluency and efficiency (Kasneci et al., 2023). Despite these advantages, concerns remain
about whether continuous use of the tool supports the actual development of academic writing
skills or limits students’ independent learning and critical thinking (Dwivedi et al., 2023; Zou et
al., 2023).
This study is therefore important because it examines the relationship between the use of
ChatGPT and academic writing skills. By analyzing how ChatGPT use is associated with writing
quality, learning retention, and critical thinking, the research aims to provide evidence-based
insights into its educational effectiveness. The findings will help students, educators, and
policymakers integrate AI tools in a way that supports, rather than replaces, the development of
essential academic skills.
1.2 Statement of Problem
The increasing use of AI tools such as ChatGPT in higher education has transformed students’
approaches to academic writing. Many university students use ChatGPT to improve the quality of
their written work, save time, and receive immediate feedback. While these benefits are widely
recognized, there is limited empirical evidence about how the use of ChatGPT is related to the
development of students’ academic writing skills.
Therefore, this study aims to investigate the relationship between the use of ChatGPT and
academic writing skills in higher education. It seeks to determine whether the use of ChatGPT
contributes to the improvement of students’ writing abilities, learning retention, and critical
thinking, or whether it primarily serves as a supportive tool for completing writing tasks.
1.3 Research Objectives
The objectives of the study:
1. To identify the level of the usage of ChatGPT for academic writing skills among
university students.
2. To trace out the level of students' academic writing skills among university students.
3. To compare the usage of the ChatGPT and academic writing skills among university
students based on demographics.
4. To find the relationship between the usage of ChatGPT and academic writing skills
among university students.
1.4 Significance of the Study
This study is significant because it explores the role of ChatGPT in supporting academic writing
among university students. By examining how students use this AI tool to improve writing
quality, organization, and overall learning skills, the research highlights both the opportunities
and challenges of integrating technology into higher education. A particular focus is placed on
the responsible and ethical use of AI, ensuring that its application enhances learning rather than
undermines critical thinking and independent skill development.
The findings of this study will provide valuable insights for educators and academic institutions,
helping them design effective strategies for incorporating AI into teaching and learning practices.
Additionally, the research contributes to the growing body of literature on AI in higher education,
offering an evidence-based foundation for future studies on its impact on students’ learning,
writing competence, and broader academic skill development.
1.5 Delimitation of Study
Due to time constraining this study was delimited two public universities (GSCWU &
IUB) in Bahawalpur.
It's Include only the students enrolled during Academic year 2025 and 2026.
The study further concentrated under social sciences & Arts and humanities domain,
following department were included Economics, Education, English and psychology.
1.6 Population
In research methodology, the population refers to the entire group of individuals, events, or
elements that possess specific characteristics relevant to the study. It represents the broader
group from which the sample is drawn and to which the researcher intends to generalize the
findings (Creswell & Creswell, 2023). A population may consist of people, institutions, or any
defined entities depending on the research scope.
There were three public sector universities in Bahawalpur. But I am taking two universities
because the nature of departments is diverse. The population of current study includes the
departments without conflict of subjects. To minimize biasness in results.
Sr. No. University Name Total Enrolment
1. Govt. Sadiq College Women University Bahawalpur 5453
2. Islamia University of Bahawalpur 61,000
Total = 66,453
1.7 Sample and Sampling technique
According to Creswell (2014), a sample refers to a subset of individuals selected from a larger
population to participate in a research study. It represents the characteristics of the entire
population, allowing researchers to draw conclusions without studying every individual. The
sample for this study comprised students from The Government Sadiq College Women
University Bahawalpur and The Islamia University of Bahawalpur.
The students of Bs taken enrolled during the academic year 2025 - 2026. Multistage sampling
technique will be used to take a Sample from Bs students. In the first stage two universities the
Islamia University of (IUB) and the Government Sadiq College Women University (GSCWU)
Bahawalpur will select using purposive sampling technique. In the second stage, including
departments will selected using stratified sampling technique. In the third stage Bs students will
chose using simple random sampling technique. The sample size will be calculated using digital
calculator the sample size is 349.
A multistage sampling technique was used to select the participants for this study. This
approach involved a series of sequential steps. In the first stage, specific academic disciplines
within the chosen universities were identified. In the second stage, eligible students from these
disciplines were randomly selected to participate.
This structured method allowed the researcher to manage large populations more efficiently,
minimize logistical challenges, and ensure that the sample was representative of the target group.
By using multistage sampling, the study also enhanced the reliability and generalizability of its
findings (Taherdoost, 2022).
1.8 Development of tool
For the present study, a questionnaire will be used to collect data from university students.
Following an extensive review of relevant literature, two standardized instruments will be self-
developed to measure ChatGPT Use and students’ Academic Writing skills. The Use of ChatGPT
and student academic Writing skills. These tools are chosen because of their wide use in
educational research and their well-established validity and reliability.
Need-based modifications will be made to both instruments to align them with the objectives of
the study and the local context. The final questionnaire will consist of three sections. The first
section will gather demographic information about the respondents.
The second section Use of ChatGPT for academic purposes. The third section will measure
Academic writing skills using factors from writing quality improvement, Time Efficiency,
perceived Usefulness & Satisfaction Academic writing performance, Critical thinking Ability
learning retention.
All items will be close-ended and rated on a five-point Likert scale ranging from Strongly Agree
(1) to Strongly Disagree (5).
To ensure the quality of the instrument, face and content validity will be established through
review by subject field experts and language experts. Their feedback will be used to improve the
clarity, relevance, and wording of the items, and necessary revisions will be made before final
data collection. A detailed overview of the questionnaire sections and factors will be provided in
Table 1.2.
Sr .no Section Factor Statement
1. 1: Use of ChatGPT for Academic 1 to 10
purpose
2. Writing quality improvement 1 to 7
3. 2: Academic Writing Skills Time Efficiency 8 to 13
4. Perceived Usefulness & 14 to 20
Satisfaction
5. Academic writing 21 to 27
performance
5. Critical thinking Ability 28 to 34
7. Learning Retention 35 to 40
Total:40
1.9 Data collection
Following approval from the research supervisor, data collection will conduct over a period of
approximately two to three weeks. The researcher administered the questionnaires in person to
selected university students, with the support of class representatives to ensure effective
coordination and orderly administration of the data collection process. Participants will formally
be briefed on the purpose and significance of the study prior to participation. They will be
requested to complete the questionnaires carefully, honestly, and independently. Adequate time
will be allotted for questionnaire completion, and necessary clarification will provide where
required to ensure accurate and reliable responses. To promote sincere participation,
confidentiality and anonymity of responses will be assured. The completed questionnaires will be
collected by the researcher either on the same day or according to a schedule arranged with the
class representatives. The reliability and authenticity of the collected responses.
1.10 Data analysis
Following data collection, the researcher proceeded with the data analysis process. A self-
developed questionnaire will used to obtain relevant information regarding students’ use of
ChatGPT and its relationship with their academic writing skills at the university level. Prior to
analysis, the collected data will carefully review, edited, and cleaned to ensure accuracy and
completeness.
The Statistical Package for the Social Sciences (SPSS, version 3.10) was employed for data
analysis. Both correlational and inferential statistical techniques were utilized to examine and
interpret the data. Descriptive statistics—including frequencies, percentages, means, and standard
deviations—were applied to summarize the demographic characteristics of the respondents and
provide an overall understanding of their responses.
Inferential statistics, specifically the independent samples t-test and Analysis of Variance
(ANOVA), will conducted to examine differences and determine the average distribution of
responses across groups. Based on the analyzed findings, conclusions will draw, and relevant
recommendations will propose in line with the objectives of the study.
1.11 Operational Definitions
1.11.1 ChatGPT
ChatGPT is an advanced artificial intelligence (AI) language model developed by OpenAI, built
on the Generative Pre-trained Transformer (GPT) architecture. It can understand and generate
human-like text using deep learning, allowing for interactive and contextually relevant responses
(OpenAI, 2023). In education, ChatGPT is widely used for tasks such as writing assistance, idea
generation, summarization, and improving grammatical accuracy. It has become one of the most
influential AI tools shaping modern learning and academic communication (Kasneci et al., 2023).
1.11.2 Academic writing
Academic writing is a formal style of communication used in universities and scholarly
publications to present ideas, arguments, and research findings in a structured and evidence-based
manner. It emphasizes clarity, coherence, precision, and critical engagement with sources
(Hyland, 2016). The purpose of academic writing is not only to inform but also to persuade
readers through logical reasoning and credible evidence.
1.11.3 Academic writing skills
Academic writing skills refer to the measurable achievements that reflect a student’s ability to
produce high-quality academic work. These skills include improvements in writing performance,
learning retention, organization, and critical thinking (Zou et al., 2023). In research, they serve as
indicators of how effectively students apply academic writing skills to demonstrate understanding
and intellectual growth.
1.11.4 Higher education
Higher education refers to formal learning that occurs after secondary school, typically offered by
universities, colleges, and professional institutions. It focuses on advanced knowledge, research,
and skill development aimed at personal, academic, and professional growth (UNESCO, 2021).
Higher education plays a vital role in fostering critical thinking, innovation, and lifelong learning
in a knowledge-based society.
1.12 Conceptual Framework
The conceptual framework of this study illustrates the relationship between ChatGPT use
(independent variable) and student academic writing skills (dependent variable) within the
context of higher education. It is based on the premise that effective use of ChatGPT can enhance
students’ writing performance, learning retention, and critical thinking by improving writing
quality, efficiency, and perceived usefulness.
This study draws on the Biggs 3P Model (Presage-Process-Product), developed by John Biggs in
1987, which provides a framework for understanding student learning and teaching approaches.
The model emphasizes how students’ prior characteristics (Presage), their learning processes
(Process), and the skills of learning (Product) are interconnected. In this study, the use of
ChatGPT represents an influential factor in the learning process, shaping students’ engagement
and strategies, which in turn affect their academic writing skills.
By combining AI tools like ChatGPT with this established learning framework, the study seeks to
explore not only the measurable impacts on writing skills but also the processes through which
these tools support or hinder learning in higher education.