Generative AI in second-language writing: a systematic review of learning, feedback, and literacy outcomes

  • Kristian Burhan 
    Universitas Negeri Padang
    Indonesia

Abstract

The diffusion of generative artificial intelligence (AI) has challenged assumptions about how English L2 writing is taught, supported, and assessed. This systematic literature review synthesised peer-reviewed empirical evidence on generative AI in English L2 writing, focusing on pedagogical transformation, feedback and assessment, and academic literacy. Following PRISMA 2020, searches of Scopus, PubMed, and ScienceDirect identified 912 records. After duplicate removal and eligibility screening, 18 empirical studies published between 2023 and 2025 were included, although the search window covered 2020-2025. The eligible studies were appraised with the Mixed Methods Appraisal Tool (MMAT 2018), with 14 meeting at least 4 of 5 criteria under the manuscript's descriptive appraisal rubric and four scoring 3.0-3.5; none was excluded solely on quality. Owing to substantial heterogeneity in designs and outcomes, findings were synthesised narratively and no quantitative meta-analysis was attempted. Evidence indicates that generative AI can improve surface-level accuracy, revision activity, and selected language or self-regulatory outcomes, while effects on higher-order rhetorical and critical competencies remain inconsistent. AI is most defensible as a teacher-guided complement, with continuing concerns about academic integrity, over-reliance, assessment validity, and equity. The review identifies priorities for longitudinal, multi-model, and multi-site research.

Keywords
  • Generative artificial intelligence, ChatGPT, English as a foreign language writing, Automated writing evaluation, Feedback literacy
Lisensing Information
Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

References
  1. Abduljawad, S. A. (2024). Investigating the impact of ChatGPT as an AI tool on ESL writing: Prospects and challenges in Saudi Arabian higher education. International Journal of Computer-Assisted Language Learning and Teaching, 14. https://doi.org/10.4018/IJCALLT.367276
  2. Algaraady, J., & Mahyoob, M. (2023). ChatGPT's capabilities in spotting and analyzing writing errors experienced by EFL learners. Arab World English Journal, Special Issue on CALL (9). https://doi.org/10.24093/awej/call9.1
  3. Alkamel, M. A. A., & Alwagieh, N. A. S. (2024). Utilizing an adaptable artificial intelligence writing tool (ChatGPT) to enhance academic writing skills among Yemeni university EFL students. Social Sciences & Humanities Open, 10. https://doi.org/10.1016/j.ssaho.2024.101095
  4. Alsaweed, W., & Aljebreen, S. (2024). Investigating the accuracy of ChatGPT as a writing error correction tool. International Journal of Computer-Assisted Language Learning and Teaching, 14. https://doi.org/10.4018/IJCALLT.364847
  5. Barrot, J. S. (2024a). ChatGPT as a language learning tool: An emerging technology report. Technology, Knowledge and Learning, 29. https://doi.org/10.1007/s10758-023-09711-4
  6. Barrot, J. S. (2024b). Leveraging ChatGPT in the writing classrooms: Theoretical and practical insights. Language Teaching Research Quarterly, 43. https://doi.org/10.32038/ltrq.2024.43.03
  7. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
  8. Chapelle, C. A. (2025). Generative AI as game changer: Implications for language education. System, 132. https://doi.org/10.1016/j.system.2025.103672
  9. Chuang, P.-L., & Yan, X. (2025). Language assessment in the era of generative artificial intelligence: Opportunities, challenges, and future directions. System, 134. https://doi.org/10.1016/j.system.2025.103846
  10. Crompton, H., Edmett, A., Ichaporia, N., & Burke, D. (2024). AI and English language teaching: Affordances and challenges. British Journal of Educational Technology, 55. https://doi.org/10.1111/bjet.13460
  11. De Wilde, V. (2024). Can novice teachers detect AI-generated texts in EFL writing? ELT Journal, 78. https://doi.org/10.1093/elt/ccae031
  12. Derakhshan, A., & Ghiasvand, F. (2024). Is ChatGPT an evil or an angel for second language education and research? A phenomenographic study of research-active EFL teachers' perceptions. International Journal of Applied Linguistics, 34. https://doi.org/10.1111/ijal.12561
  13. Dong, L. (2024). ChatGPT in language writing education: Reflections and a research agenda for a ChatGPT feedback engagement framework. Language Teaching Research Quarterly, 43. https://doi.org/10.32038/ltrq.2024.43.07
  14. Escalante, J., Pack, A., & Barrett, A. (2023). AI-generated feedback on writing: Insights into efficacy and ENL student preference. International Journal of Educational Technology in Higher Education, 20. https://doi.org/10.1186/s41239-023-00425-2
  15. Fazackerley, L. A., Perrin, D., & Minett, G. M. (2025). Harnessing generative AI in exercise and sports science education: Enhancing real-world learning and overcoming traditional barriers in data analysis. Advances in Physiology Education, 49(2), 496–502. https://doi.org/10.1152/advan.00249.2024
  16. Gao, J., Zhang, J., & Li, Y. (2025). Do AI chatbot-integrated writing tasks influence writing self-efficacy and critical thinking ability? An exploratory study. Computers and Education: Artificial Intelligence. https://doi.org/10.1016/j.caeai.2025.100472
  17. Gozali, I., Wijaya, A. R. T., Lie, A., Cahyono, B. Y., & Suryati, N. (2024). ChatGPT as an automated writing evaluation (AWE) tool: Feedback literacy development and AWE tools' integration framework. JALT CALL Journal, 20(1). https://doi.org/10.29140/jaltcall.v20n1.1200
  18. Guo, K., Pan, M., Li, Y., & Lai, C. (2024). Effects of an AI-supported approach to peer feedback on university EFL students' feedback quality and writing ability. The Internet and Higher Education, 63. https://doi.org/10.1016/j.iheduc.2024.100962
  19. Guo, K., Zhang, E. D., Li, D., & Yu, S. (2025). Using AI-supported peer review to enhance feedback literacy: An investigation of students' revision of feedback on peers' essays. British Journal of Educational Technology, 56. https://doi.org/10.1111/bjet.13540
  20. Gupta, R., Nair, K., Mishra, M., Ibrahim, B., & Bhardwaj, S. (2024). Adoption and impacts of generative artificial intelligence: Theoretical underpinnings and research agenda. International Journal of Information Management Data Insights, 4. https://doi.org/10.1016/j.jjimei.2024.100232
  21. Hong, Q. N., Pluye, P., Bujold, M., & Vedel, I. (2018). Mixed Methods Appraisal Tool (MMAT), version 2018. Canadian Intellectual Property Office, Industry Canada.
  22. Jeon, E.-Y. (2025). Artificial intelligence in ESL/EFL education: Evidence from recent reviews (2024–2025). International Journal of Learning, Teaching and Educational Research, 24(10). https://doi.org/10.26803/ijlter.24.10.24
  23. Karataş, F., Abedi, F. Y., Ozek Gunyel, F., Karadeniz, D., & Kuzgun, Y. (2024). Incorporating AI in foreign language education: An investigation into ChatGPT's effect on foreign language learners. Education and Information Technologies, 29. https://doi.org/10.1007/s10639-024-12574-6
  24. Kartal, G. (2024). The influence of ChatGPT on thinking skills and creativity of EFL student teachers: A narrative inquiry. Journal of Education for Teaching, 50. https://doi.org/10.1080/02607476.2024.2326502
  25. Kohnke, L., Zou, D., & Su, F. (2025). Exploring the potential of GenAI for personalised English teaching: Learners' experiences and perceptions. Computers and Education: Artificial Intelligence, 8. https://doi.org/10.1016/j.caeai.2025.100371
  26. Kurt, G., & Kurt, Y. (2024). Enhancing L2 writing skills: ChatGPT as an automated feedback tool. Journal of Information Technology Education: Research, 23. https://doi.org/10.28945/5370
  27. Lai, X., Lai, Y., Chen, J., Huang, S., Gao, Q., & Huang, C. (2025). Evaluation strategies for large language model-based models in exercise and health coaching: Scoping review. Journal of Medical Internet Research, 27. https://doi.org/10.2196/79217
  28. Liberati, A., Altman, D. G., Tetzlaff, J., Mulrow, C., Gøtzsche, P. C., Ioannidis, J. P. A., Clarke, M., Devereaux, P. J., Kleijnen, J., & Moher, D. (2009). The PRISMA statement for reporting systematic reviews and meta-analyses of studies that evaluate healthcare interventions. PLoS Medicine, 6(7), e1000100. https://doi.org/10.1371/journal.pmed.1000100
  29. Liu, M., Zhang, L. J., & Biebricher, C. (2024). Investigating students' cognitive processes in generative AI-assisted digital multimodal composing and traditional writing. Computers & Education, 211. https://doi.org/10.1016/j.compedu.2023.104977
  30. Meniado, J. C., Huyen, D. T. T., Panyadilokpong, N., & Lertkomolwit, P. (2024). Using ChatGPT for second language writing: Experiences and perceptions of EFL learners in Thailand and Vietnam. Computers and Education: Artificial Intelligence. https://doi.org/10.1016/j.caeai.2024.100313
  31. Moher, D., Liberati, A., Tetzlaff, J., & Altman, D. G. (2009). Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement. PLoS Medicine, 6(7), e1000097. https://doi.org/10.1371/journal.pmed.1000097
  32. Nugroho, A., Andriyanti, E., Widodo, P., & Mutiaraningrum, I. (2025). Students' appraisals post-ChatGPT use: Students' narrative after using ChatGPT for writing. Innovations in Education and Teaching International. https://doi.org/10.1080/14703297.2024.2319184
  33. Pack, A., & Maloney, J. (2023). Potential affordances of generative AI in language education: Demonstrations and an evaluative framework. Teaching English with Technology, 23(2). https://doi.org/10.56297/BUKA4060/VRRO1747
  34. Pack, A., Barrett, A., & Escalante, J. (2024). Large language models and automated essay scoring of English language learner writing: Insights into validity and reliability. Computers and Education: Artificial Intelligence, 6. https://doi.org/10.1016/j.caeai.2024.100234
  35. 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., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., … Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372, n71. https://doi.org/10.1136/bmj.n71
  36. Perkins, M. (2023). Academic integrity considerations of AI large language models in the post-pandemic era: ChatGPT and beyond. Journal of University Teaching and Learning Practice, 20(2). https://doi.org/10.53761/1.20.02.07
  37. Punar Özçelik, N., & Yangın Ekşi, G. (2024). Cultivating writing skills: The role of ChatGPT as a learning assistant-A case study. Smart Learning Environments, 11. https://doi.org/10.1186/s40561-024-00296-8
  38. Seo, J.-Y. (2024). Exploring the educational potential of ChatGPT: AI-assisted narrative writing for EFL college students. Language Teaching Research Quarterly, 43. https://doi.org/10.32038/ltrq.2024.43.01
  39. Tafazoli, D. (2024). Exploring the potential of generative AI in democratizing English language education. Computers and Education: Artificial Intelligence, 7. https://doi.org/10.1016/j.caeai.2024.100275
  40. Teckwani, S. H., Wong, A. H., Luke, N. V., & Low, I. C. C. (2024). Accuracy and reliability of large language models in assessing learning outcomes achievement across cognitive domains. Advances in Physiology Education, 48(4), 904–914. https://doi.org/10.1152/advan.00137.2024
  41. Teng, M. F. (2024). A systematic review of ChatGPT for English as a foreign language writing: Opportunities, challenges, and recommendations. International Journal of TESOL Studies, 6. https://doi.org/10.58304/ijts.20240304
  42. Thomas, J., & Harden, A. (2008). Methods for the thematic synthesis of qualitative research in systematic reviews. BMC Medical Research Methodology, 8, 45. https://doi.org/10.1186/1471-2288-8-45
  43. Tica, L., & Krsmanović, I. (2024). Overcoming the writer's block? Exploring students' motivation and perspectives on using ChatGPT as a writing assistance tool in ESP. ELOPE: English Language Overseas Perspectives and Enquiries, 21(1), 129–149. https://doi.org/10.4312/ELOPE.21.1.129-149
  44. 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. https://doi.org/10.3390/educsci15020232
  45. Tranfield, D., Denyer, D., & Smart, P. (2003). Towards a methodology for developing evidence-informed management knowledge by means of systematic review. British Journal of Management, 14(3), 207–222. https://doi.org/10.1111/1467-8551.00375
  46. Tsai, C.-Y., Lin, Y.-T., & Brown, I. K. (2024). Impacts of ChatGPT-assisted writing for EFL English majors: Feasibility and challenges. Education and Information Technologies, 29. https://doi.org/10.1007/s10639-024-12722-y
  47. Wang, P., Liu, T., Yang, Y., & Xiang, X. (2025). Optimizing self-regulated learning: A mixed-methods study on GAI's impact on undergraduate task strategies and metacognition. British Journal of Educational Technology, 56. https://doi.org/10.1111/bjet.70018
  48. Wang, Y., & Wang, X. (2024). Artificial intelligence in physical education: Comprehensive review and future teacher training strategies. Frontiers in Public Health, 12, 1484848. https://doi.org/10.3389/fpubh.2024.1484848
  49. Woo, D. J., Guo, K., & Susanto, H. (2025). EFL secondary students' use of ChatGPT for writing task completion pathways. The Journal of Educational Research, 118. https://doi.org/10.1080/00220671.2025.2510382
  50. Zhang, X., & Umeanowai, K. O. (2025). Exploring the transformative influence of artificial intelligence in EFL context: A comprehensive bibliometric analysis. Education and Information Technologies, 30. https://doi.org/10.1007/s10639-024-12937-z
  51. Zhong, Q., Jiang, J., Bai, W., Yin, Z., Liao, Z., & Zhong, X. (2025). Application of digital-intelligent technologies in physical education: A systematic review. Frontiers in Public Health, 13, 1626603. https://doi.org/10.3389/fpubh.2025.1626603

Downloads

PDF

Statistic

Abstract Views
: 3 times
PDF
: 1 times