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

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Jmaiel, H. A., Abukhait, R. O., Mohamed, A. M., Shaaban, T. S., Al-khresheh, M. H., & AL-Qadri, A. H. (2025). The role of ChatGPT in enhancing EFL students’ ESP writing skills: An experimental study of gender and major differences. Discover Education, 4(1), 240. https://doi.org/10.1007/s44217-025-00700-6

Kabeer, A., Bhat, R. A., Antony, S., & Tramboo, I. A. (2025). Enhancing creative writing skills in secondary school students through prompt engineering and artificial intelligence. Forum for Linguistic Studies, 7(3), 800–815. https://doi.org/10.30564/fls.v7i3.8511

Kaliisa, R., Misiejuk, K., López-Pernas, S., & Saqr, M. (2026). How does artificial intelligence compare to human feedback? A meta-analysis of performance, feedback perception, and learning dispositions. Educational Psychology, 46(1), 80–111. https://doi.org/10.1080/01443410.2025.2553639   

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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(1), 10.  https://doi.org/10.1186/s40561-024-00296-8

Rafida, T., Suwandi, S., & Ananda, R. (2024). EFL students’ perception in Indonesia and Taiwan on using artificial intelligence to enhance writing skills. Jurnal Ilmiah Peuradeun, 12(3), 987–1016. https://doi.org/10.26811/peuradeun.v12i3.1520

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Syafei, M., & Nuraeningsih, N. (2025). Leveraging artificial intelligence in writing: ELT students’ perspectives and experiences. International Journal of Learning, Teaching and Educational Research, 24(5), 416–430. https://doi.org/10.26803/ijlter.24.5.22

Talapngoen, S., & Thuratham, W. (2025). The effect of QuillBot utilization on the development of university students' writing skills. Studies in Self-Access Learning Journal, 16(2). https://doi.org/10.37237/160206

Titko, J., Steinbergs, K., Achieng, M., & Uzule, K. (2023). Artificial intelligence for education and research: Pilot study on perception of academic staff. Virtual Economics, 6(3), 7–19. https://doi.org/10.34021/ve.2023.06.03(1)

Wang, D. (2024). Teacher-versus AI-generated (Poe application) corrective feedback and language learners’ writing anxiety, complexity, fluency, and accuracy. International Review of Research in Open and Distributed Learning, 25(3), 37–56. https://doi.org/10.19173/irrodl.v25i3.7646

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Zakarneh, B. I., Aljabr, F., Al Said, N., & Jlassi, M. (2025). Assessing pedagogical strategies integrating ChatGPT in English language teaching: A structural equation modelling-based study. World Journal of English Language, 15(3). https://doi.org/10.5430/wjel.v15n3p364

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