GenAI in Academic Writing- Empowering Learners or Redefining Traditional Pedagogical Practices?
Year: 2025
Type: article
Study design: Systematic Review
Abstract: This systematic literature review explores the use of generative artificial intelligence tools in English academic writing by English as a foreign language and English as a second language students and university faculty in higher education. By analyzing 46 articles from 2019–2023, the review examines the purposes and functions of artificial intelligence (AI) tools, their role in addressing writing challenges, and educators' strategies for ethical integration. Automated writing evaluation systems, such as Grammarly, Criterion, Quillbot, and ChatGPT, primarily enhance linguistic accuracy, vocabulary sophistication, and select higher-order writing skills. These tools also support learner confidence and reduce writing anxiety, though engagement with feedback varies. Educators employ diverse strategies, including blended feedback and task-specific AI use. The review identifies substantial improvements in grammar, mechanics, and essay structure but notes limited effects on advanced critical thinking. It underscores the need for balanced pedagogical practices that foster independent writing skills and recommends further research on adaptive AI technologies and innovative instructional approaches.
Authors: Sidra Zaheer, Congzhi Ma, Yimeng Zhu, Sheri Vasinda
Institutions: Oklahoma State University, University of Florida
Language: English
Subfield: Information Systems
Field: Computer Science
Domain: Physical Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W4409578204