tlt The Literacy Trek 2602-3768 Leyla HARPUTLU 10.47216/literacytrek.1669804 Linguistics (Other) Dilbilim (Diğer) EFL students’ perceptions of AI-assisted writing tools: A systematic narrative hybrid review https://orcid.org/0000-0003-4503-2156 Sarıca Tolga TRAKYA UNIVERSITY, INSTITUTE OF SOCIAL SCIENCES https://orcid.org/0000-0001-7408-1163 Deneme Gençoğlu Selma TRAKYA ÜNİVERSİTESİ 06 30 2025 11 1 1 31 04 03 2025 05 22 2025 Copyright © 2015, The Literacy Trek 2015 The Literacy Trek

This study explores EFL students' perceptions of AI-assisted writing tools through a systematic narrative hybrid review of 19 open-access studies published between 2020 and 2025 by employing a structured selection process presented via a PRISMA flow chart. As AI tools like ChatGPT, Grammarly, and Turnitin become more prevalent, understanding their impact on students' writing skills, self-directed learning, and academic integrity is essential. Data were collected from ERIC, ULAKBİM, Google Scholar, and ResearchGate, using a multi-stage search. Using SWOT and descriptive content analysis, the study examines AI tools' benefits, challenges, and pedagogical implications in EFL writing. Findings suggest that AI improves efficiency, accuracy, idea generation, and personalized learning, yet concerns include over-reliance, plagiarism risks, and ethical issues. By addressing these factors, the study suggests the need for best practices in AI integration into ELT curricula. It emphasizes the need for teacher training, AI literacy programs, and ethical guidelines to ensure responsible AI use while maximizing its benefits.

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