AI-Powered Writing Tools in ESL/EFL Contexts: A Systematic Review of Empirical Studies

Document Type : Original Article

Authors

Department of English Language and Literature, Yazd University, Yazd, Iran

Abstract

Recent advances in generative artificial intelligence (AI) and automated writing tools (e.g., ChatGPT, Grammarly, QuillBot, Poe, etc.) have accelerated AI integration into writing instruction. This PRISMA‑informed systematic review examined empirical studies from Scopus and Web of Science (January 2019–May 2025) using explicit screening, selection, and appraisal criteria. From 312 sources, 46 peer‑reviewed studies were synthesized narratively. Findings indicated that AI‑based writing tools enhance linguistic fluency, cohesion, coherence, and accuracy. Several studies also reported higher student motivation and reduced writing anxiety. The quasi‑experimental research showed that AI‑generated corrective feedback such as Poe could lower anxiety and improve linguistic quality more effectively than the teacher feedback alone (Wang, 2024). Comparative studies confirmed the benefits of AI feedback for fluency, accuracy, and syntactic complexity. Learners generally expressed positive attitudes toward AI writing aids, appreciating their immediacy and support for autonomous learning. Nonetheless, concerns persisted about text homogenization, superficial engagement with automated suggestions, plagiarism risks, ethical dilemmas, and threats to assessment integrity. Overall, empirical evidence suggests that integrating AI into writing pedagogy offers measurable linguistic and affective gains, but requires careful pedagogical guidance and ethical consideration to ensure authentic learning outcomes and maintain academic integrity.

Keywords

Main Subjects

Copyright © 2027 The Author(s). Published by the Faculty of Persian Literature and Foreign Languages at the University of Mazandaran. This is an open access article under the terms of the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) license.

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History

  • Receive Date: 02 May 2026
  • Revise Date: 18 July 2026
  • Accept Date: 21 July 2026
  • First Publish Date: 01 August 2026
  • Publish Date: 01 August 2026

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