What does AI bring to second language writing? A systematic review (2014-2024)
Date
2025-05-19
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University of Hawaii National Foreign Language Resource Center
Center for Language & Technology
Center for Language & Technology
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29
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1
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1
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27
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Abstract
The rapid advancement of artificial intelligence (AI) technologies has introduced both opportunities and challenges to second language (L2) writing, and a new dimension to L2 writing research. To map the evolving landscape of AI-integrated L2 writing research, this systematic review analyzed 112 studies published between January 2014 and June 2024. The review focused on research contexts and participants, theoretical and methodological orientations, research setups, and key research issues. The analysis revealed that the majority of studies were conducted with undergraduates in the English as a Foreign Language (EFL) context. Most studies did not specify a theoretical framework; however, the predominant theoretical orientations were cognitive, technological-pedagogical, social, critical, and genre. The literature commonly employed eclectic or mixed methodologies, favoring (quasi-)experimental designs with short duration. The writing tasks investigated were varied, with a notable emphasis on elemental genres such as argumentative essays. The main research issues addressed included AI functionalities; students’ perceptions and experiences; impacts on students’ writing, cognitive, affective, and behavioral performance; teachers’ perceptions, teaching practices, and literacy development; and factors influencing AI use. The findings highlight the need for future research, particularly longitudinal studies focusing on the development of AI literacy in L2 writing.
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Keywords
L2 Writing, Systematic Review, AI Literacy, AI Ethics
Citation
Feng, H., Li, K., & Zhang, L. J. (2025). What does AI bring to second language writing? A systematic review (2014-2024). Language Learning & Technology, 29(1), 1–27. https://hdl.handle.net/10125/73629
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27
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