AI-Powered Writing Assistants in Second Language Education: A Systematic Review

This systematic literature review examines ESL teachers’ perceptions of AI-powered writing assistants, highlighting benefits such as improved writing accuracy, vocabulary, and engagement, alongside concerns about over-reliance, critical thinking, data privacy, and inadequate training. Fifteen studies (2020–2025) from ERIC and Google Scholar were analyzed using predefined inclusion and exclusion criteria. Findings emphasize the need for teacher readiness, clear guidelines, and contextual adaptation to integrate tools like Grammarly, QuillBot, and ChatGPT effectively in ESL writing instruction. Recommendations are offered for educators, policymakers, and researchers to ensure informed, ethical, and pedagogically sound use of AI in language learning.

Artificial Intelligence, AI-powered writing assistants, ESL teachers’ perceptions

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