Investigating ChatGPT as an AI writing assistant in ESL/EFL education: A systematic literature review
Downloads
Abstract
Although research on ChatGPT for second language (L2) learning has expanded in recent years, there is still a lack of systematic and up-to-date review of its current development. This review included twenty-eight empirical studies on the use of ChatGPT in English writing education published between 2024 and 2026. They were reviewed in terms of participants, educational level, sample size, target languages, duration, research methods, research design, data collection tools, targeted writing skills. Findings showed that most studies were conducted in higher education contexts especially with undergraduate learners. Furthermore, they mostly adopted quantitative and mixed methods, and common data collection tools were writing products, questionnaires, interviews and automated linguistic analysis tools. In these studies, ChatGPT was mostly used to improve grammatical accuracy, revision and feedback, lexical diversity, content development, organization and coherence. Implications were discussed for future studies.
Keywords:
ChatGPT generative artificial intelligence English writing instruction AI-assisted writing developmentReferences
Alsaedi, N. (2024). ChatGPT and EFL/ESL writing: A systematic review of advantages and challenges. English Language Teaching, 17(5), 41. https://doi.org/10.5539/elt.v17n5p41
Amoush, K. H., & Alhosban, A. A. (2025). Mastering EFL writing with ChatGPT: A systematic review of benefits, challenges, and best practices. Theory and Practice in Language Studies, 15(8), 2576– 2583. https://doi.org/10.17507/tpls.1508.14
Artul, B. (2026). Turkish EFL learners’ perceptions of using ChatGPT vs. online dictionaries for English collocations. Journal of Language, Literature, Social and Cultural Studies, 4(2), 161–170. https://doi.org/10.58881/jllscs.v4i2.463
Barrot, J. S. (2023). Using ChatGPT for second language writing: Pitfalls and potentials. Assessing Writing, 57, Article 100745. https://doi.org/10.1016/j.asw.2023.100745
Caroline Birkle, David A. Pendlebury, Joshua Schnell, Jonathan Adams. (2020). Web of Science as a data source for research on scientific and scholarly activity. Quantitative Science Studies 2020; 1 (1): 363–376. doi: https://doi.org/10.1162/qss_a_00018
Celik, I., Dindar, M., Muukkonen, H., & Järvelä, S. (2022). The promises and challenges of artificial intelligence for teachers: A systematic review of research. TechTrends, 66(5), 803–815. https://doi.org/10.1007/s11528-022-00715-y
Cengiz, B. C., Bilki, Z., Ataş, A. H., & Celik, B. (2025). Exploring second language writers’ engagement with ChatGPT feedback: Revision behaviors and perceptions. System, 134, 103837. https://doi.org/10.1016/j.system.2025.103837
Deygers, B., Buelens, L., Chan, D., Schildt, L., Van Parys, A., & Vanbuel, M. (2025). The impact of automated writing evaluation on writing gains. ELT Journal, 79(3), 352–361. https://doi.org/10.1093/elt/ccaf020
Farrell, T. S. C. (2022). Reflective language teaching. Cambridge University Press.
Fathi, J., & Rahimi, M. (2026). Utilising artificial intelligence-enhanced writing mediation to develop academic writing skills in EFL learners: A qualitative study. Computer Assisted Language Learning, 39(1–2), 263–302. https://doi.org/10.1080/09588221.2024.2374772
Ghafar, Z. N. (2023). ChatGPT: A new tool to improve teaching and evaluation of second and foreign languages: A review of ChatGPT: The future of education. International Journal of Applied Research and Sustainable Sciences, 1, 73–86. https://doi.org/10.59890/ijarss.v1i2.392
Ghafar, Z. N., & Raheem, B. R. (2025). Understanding EFL learners’ academic writing problems and the benefits of artificial intelligence tools: A descriptive review. Journal of Language and Pragmatics Studies, 4(3), 187–193. https://doi.org/10.58881/jlps.v4i3.141
Ghouali, K. (2025). Empowering EFL learning: Leveraging ChatGPT for lesson planning and activity generation in the EFL classroom. ONOMÁZEIN, Special Issue XVI, 31–48. https://doi.org/10.7764/onomazein.ne16.02
Hatmanto, E. D., & Sari, M. I. (2023). Aligning theory and practice: Leveraging ChatGPT for effective English language teaching and learning. E3S Web of Conferences, 440, Article 05001. https://doi.org/10.1051/e3sconf/202344005001
Hawarin, R., & Eshreateh , D. M. (2026). The difference between artificial intelligence implicatures and human implicatures in conversation. Journal of Language, Literature, Social and Cultural Studies, 4(2), 211–220. https://doi.org/10.58881/jllscs.v4i2.475
Huang, Y., & Wang, D. (2025). Student engagement with a chatbot in a collaborative writing task. System, 133, 103775. https://doi.org/10.1016/j.system.2025.103775
Kang, S., & Kim, M. (2026). Exploring the effects of collaborative GAI-generated feedback processing on revised writing in EAP writing classrooms. Journal of English for Academic Purposes, 80, 101639. https://doi.org/10.1016/j.jeap.2026.101639
Kim, M., & Chon, Y. V. (2025). ChatGPT-assisted proofreading for Korean high school students' writing. Assessing Writing, 65, 100950. https://doi.org/10.1016/j.asw.2025.100950
Kirmani, A. R. (2022). Artificial intelligence enabled science poetry. ACS Energy Letters, 8, 574–576. https://doi.org/10.1021/acsenergylett.2c02758
Koltovskaia, S., Rahmati, P., & Saeli, H. (2024). Graduate students’ use of ChatGPT for academic text revision: Behavioral, cognitive, and affective engagement. Journal of Second Language Writing, 65, 101130. https://doi.org/10.1016/j.jslw.2024.101130
Lee, Y. J. (2024). Scaffolding learners’ use of ChatGPT in EFL writing. ELT Journal, 78(4), 401–413. https://doi.org/10.1093/elt/ccae035
Li, X., Li, B., & Cho, S. J. (2023b). Empowering Chinese language learners from low-income families to improve their Chinese writing with ChatGPT’s assistance afterschool. Languages, 8(4), 238–254. https://doi.org/10.3390/languages8040238
Li, Y. (2024). Intelligent English teaching based on the pedagogy of performing another culture and ChatGPT technology. Frontiers in Education Technology, 7(1), 13. https://doi.org/10.22158/fet.v7n1p13
Lu, D., & Zeng, Y. (2025). Exploring the use of ChatGPT-generated model texts as a feedback instrument: EFL students’ text quality and perceptions. Innovation in Language Learning and Teaching, 1–21. https://doi.org/10.1080/17501229.2025.2525341
Ma, X., Zhang, C., & Lee, I. (2026). Dimensions of student engagement with ChatGPT feedback in narrative writing. Assessing Writing, 68, 101020. https://doi.org/10.1016/j.asw.2026.101020
McCarthy, J. (2007). What is artificial intelligence? http://www- formal.stanford.edu/jmc/whatisai.html
Mohebbi, A. (2025). Enabling learner independence and self-regulation in language education using AI tools: A systematic review. Cogent Education, 12(1), Article 2433814. https://doi.org/10.1080/2331186X.2025.2433814
Muñoz Muñoz, B. C., Nassaji, H., & Bello Carrillo, F. I. (2025). ChatGPT-generated versus human direct corrective feedback on L2 writing. System, 134, 103805. https://doi.org/10.1016/j.system.2025.103805
Ozan, O., & Azap, S. (2026). Employing ChatGPT to improve high school students’ writing skills by providing feedback on topic-specific writing tasks. Computer Assisted Language Learning. Advance online publication. https://doi.org/10.1080/09588221.2026.2613219
Polakova, P., & Ivenz, P. (2024). The impact of ChatGPT feedback on the development of EFL students’ writing skills. Cogent Education, 11(1). https://doi.org/10.1080/2331186X.2024.2410101
Prananta, A. W., Megahati S, R. R. P., Susanto, N., & Raule, J. H. (2023). Transforming education and learning through ChatGPT: A systematic literature review. Jurnal Penelitian Pendidikan IPA, 9(11), 1031–1037. https://doi.org/10.29303/jppipa.v9i11.5468
Pretorius, M., & Thewissen, J. (2026). Investigating the impact of teacher-moderated ChatGPT feedback on the accuracy and lexical diversity of L2 writing. Journal of Second Language Writing, 71, 101286. https://doi.org/10.1016/j.jslw.2026.101286
Rahimi, F., & Abadi, T. B. A. (2023). ChatGPT and publication ethics. Archives of Medical Research, 54(3), 272–274. https://doi.org/10.1016/j.arcmed.2023.03.004
Raja, R., & Nagasubramani, P. C. (2018). Impact of modern technology in education. Journal of Applied and Advanced Research, 3(1), 33–35. https://doi.org/10.21839/jaar.2018.v3S1.165
Shamsi, M. (2023). The impact of artificial intelligence on human resources management recruitment processes: a systemic review. Journal of Commerce, Management, and Tourism Studies, 2(2), 82–90. https://doi.org/10.58881/jcmts.v2i2.66
Shen, Y., & Chen, L. (2025). ‘Critical chatting’ or ‘casual cheating’: How graduate EFL students utilize ChatGPT for academic writing. Computer Assisted Language Learning. Advance online publication. https://doi.org/10.1080/09588221.2025.2479141
Sok, S., & Heng, K. (2024). Opportunities, challenges, and strategies for using ChatGPT in higher education: A literature review. Journal of Digital Educational Technology, 4(1), Article ep2401. https://doi.org/10.30935/jdet/14027
Suryanto, A. F., Wajdi, M., Sahoo, P. K., Wu, Q., Yusof, N. M., & Chan, Y. F. (2025). The impact of artificial intelligence on logic skills, critical thinking, and student creativity. Journal of Language, Literature, Social and Cultural Studies, 3(3), 283–299. https://doi.org/10.58881/jllscs.v3i3.407
Tabari, M. A., Kushki, A., & Wang, Y. (2025). Comparing the effects of teacher- and AI-mediated corrective feedback on accuracy, complexity, and quality in L2 written narratives. Computer Assisted Language Learning. Advance online publication. https://doi.org/10.1080/09588221.2025.2561608
Tai, H. C., et al. (2025). Enhancing argumentative writing performance and willingness to write with ChatGPT-integrated genre-based instruction. International Journal of Applied Linguistics. Advance online publication. https://doi.org/10.1111/ijal.12777
Tekir, S. (2026). Generative AI use in EFL writing: Associations with originality, critical reasoning, and metacognitive engagement in a Turkish higher education context. Computer Assisted Language Learning. Advance online publication. https://doi.org/10.1080/09588221.2026.2617399
Teng, M. F. (2024). A systematic review of ChatGPT for English as a foreign language writing: Opportunities, challenges, and recommendations. International Journal of TESOL Studies, 6(3), 36– 57. https://doi.org/10.58304/ijts.20240304
Teng, M. F., & Huang, J. (2025). Incorporating ChatGPT for EFL writing and its effects on writing performance and engagement. International Journal of Applied Linguistics. Advance online publication. https://doi.org/10.1111/ijal.70155
Ton-Nu, A., & Barrot, J. S. (2026). Syntactic complexity of student-produced, AI-edited, and AI- generated expository texts using ChatGPT-4.0: Evidence from Vietnamese and Filipino EFL undergraduates. Innovation in Language Learning and Teaching. Advance online publication. https://doi.org/10.1080/17501229.2026.2642394
Tsai, S. C. (2026). Online learning with a ChatGPT-assisted revision approach to EFL graph writing: Students’ performance and perceptions. Innovation in Language Learning and Teaching. Advance online publication. https://doi.org/10.1080/17501229.2026.2645994
Vo, T. L., & Ho, T. M. P. (2026b). A quasi-experimental study on enhancing EFL learners’ grammar precision in writing skills under supported-ChatGPT approach at a university in a remote region of Vietnam. Arab World English Journal, 3, 361–375. https://doi.org/10.24093/awej/a3.23
Wang, Y. (2024). Exploring the stages of AI utilization in L2 writing: A semester-long study. System, 126, 103505. https://doi.org/10.1016/j.system.2024.103505
Wu, Z., & Zhao, J. (2025). Exploring learners’ engagement with GenAI-generated feedback in EFL writing: A Chinese middle school case study. Computer Assisted Language Learning. Advance online publication. https://doi.org/10.1080/09588221.2025.2600035
Yan, D. (2024). Collaborative processing of ChatGPT-generated feedback: Effects on L2 writing task improvement and learning. Language Learning & Technology, 28(1), 1–19. https://hdl.handle.net/10125/73597
Yuan, S., & Dao, P. (2026). ESL tertiary learners’ engagement in ChatGPT-assisted second language writing. Language Awareness. Advance online publication. https://doi.org/10.1080/09658416.2026.2652333
Zare, J., Madiseh, F. R., & Derakhshan, A. (2025). The role of ChatGPT in influencing learners’ engagement in English essay writing: Immediate and sustaining effects. Applied Linguistics. Advance online publication. https://doi.org/10.1093/applin/amaf045
Zhu, L., Su, Y., Xu, S., & Liu, K. (2025). Enhancing EFL argumentative writing through an AI-powered corpus: Impact on learner writing proficiency. Computer Assisted Language Learning. Advance online publication. https://doi.org/10.1080/09588221.2025.2599152
Zou, S., Guo, K., Wang, J., & Liu, Y. (2026). Investigating students’ uptake of teacher- and ChatGPT-generated feedback in EFL writing: A comparison study. Computer Assisted Language Learning, 39(4), 1062–1091. https://doi.org/10.1080/09588221.2024.2447279
License
Copyright (c) 2026 Aslı Önder
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
