Haoqing Yan

This systematic review examines the use of artificial intelligence (AI) tools in the acquisition of English writing as a foreign language (EFL). The study synthesizes existing literature published between 2020 and 2025, focusing on the impact of AI-powered tools such as grammar checkers, text generation assistants, and automated feedback systems. Results indicate that over 80% of empirical studies report positive outcomes, particularly in improving grammatical accuracy, fluency, and self-efficacy. However, challenges such as overreliance on AI feedback and concerns about academic integrity are noted in about 15–20% of studies. The review identifies several gaps in the literature, including the need for longitudinal studies, comparative analyses of different AI tools, and more diverse research populations. Future research should address these gaps and explore the integration of AI tools in real-world writing contexts, with an emphasis on pedagogical strategies and ethical considerations.

Artificial Intelligence; English Writing; AI Tools; Systematic Review

[1] Gayed,J.M.,Carlon,M.K.J.,Oriola,A.M.,&Cross,J.S.2022.Exploring an AI-based writing Assistant's impact on English language learners.Computers and Education:Artificial Intelligence 3:100055. [2] Graham,S.,&Perin,D.2007.Writing Next:Effective Strategies to Improve Writing of Adolescents in Middle and High Schools—A Report to the Carnegie Corporation of New York.Washington DC:Alliance for Excellence in Education. [3] Hyland,K.2019.Second language writing.Cambridge university press. [4] Kristiawan,D.,Bashar,K.,&Pradana,D.A.2024.Artificial intelligence in English language learning:A systematic review of AI tools,applications,and pedagogical outcomes.The Art of Teaching English as a Foreign Language(TATEFL)5(2):207-218. [5] Mekheimer,M.2025.Generative AI-assisted feedback and EFL writing:a study on proficiency,revision frequency and writing quality.Discover Education 4(1):170. [6] Nazari,N.,Shabbir,M.S.,&Setiawan,R.2021.Application of Artificial Intelligence powered digital writing assistant in higher education:randomized controlled trial.Heliyon 7(5). [7] Page,M.J.,McKenzie,J.E.,Bossuyt,P.M.,Boutron,I.,Hoffmann,T.C.,Mulrow,C.D.,Shamseer,L.,Tetzlaff,J.M.,Akl,E.A.,Brennan,S.E.,et al.2021.The PRISMA 2020 statement:An updated guideline for reporting systematic reviews.BMJ 372:n71.https://doi.org/10.1136/bmj.n71(accessed 9/11/2025) [8] Pham,T.N.,Lin,M.,Trinh,V.Q.,&Bui,L.T.P.2020.Electronic peer feedback,EFL academic writing and reflective thinking:Evidence from a Confucian context.Sage Open 10(1):2158244020914554. [9] Sadigzade,Z.2025.AI-Powered Feedback in ESL Writing Classes:Pedagogical Opportunities and Ethical Concerns.Journal of Azerbaijan Language and Education Studies 2(4):5-17. [10] Tran,T.T.T.2025.Enhancing EFL writing revision practices:The impact of AI-and teacher-generated feedback and their sequences.Education Sciences 15(2):232. [11] Wu,L.2024.AI-based writing tools:Empowering students to achieve writing success.Advances in educational technology and psychology 8(2):40-44. [12] Yıldız,T.A.2025.Sustainability Education in L2 writing:AI-Based Multimodal Awareness and Engagement.Sustainability 17(21):9376. [13] Zhang,Y.2024.Incorporating ChatGPT as an automated written corrective feedback tool into L2 writing class.Journal of Language Teaching 4(4):22-34. [14] Li,J.,et al.(2022).An investigation and analysis of academic English writing cases among graduate students in high-level programs.Journal of Jiangxi Normal University(Philosophy and Social Sciences Edition),55(2),135–144. [15] Liu,M.,&Liu,S.(2014).Processes,challenges,and coping strategies in academic English paper writing.Journal of PLA University of Foreign Languages,37(4),23–31,159. [16] Zhang,R.,&Liu,Y.(2025).The mechanism through which ChatGPT-assisted English writing influences college students’flow experience,self-efficacy,and academic buoyancy.Journal of Xi’an International Studies University,33(3),61–67.

点击下载PDF