EFL students’ perceptions of AI-assisted writing tools: A systematic narrative hybrid review

Year 2025, Volume: 11 Issue: 1, 1 - 31, 30.06.2025

Tolga Sarıca , Selma Deneme Gençoğlu

https://doi.org/10.47216/literacytrek.1669804

Abstract

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.

Keywords

AI-assisted writing tools , AI literacy , EFL students’ perceptions , ethical guidelines , SWOT and descriptive content analysis.

Ethical Statement

As this study is based on a review of existing literature, it did not require ethical approval or participant consent.

Thanks

This study was presented as a proceeding at the International LET-IN 2025 Conference, held on May 2–3, 2025, at Tarsus University in Mersin, Türkiye. We would like to thank the conference organizers for the opportunity to share our research and engage with scholars and practitioners in the field of English language teaching.

References

• Alkamel, M.A.A., & Alwagieh, N.A.S. (2024). Utilizing an adaptable artificial intelligence writing tool (ChatGPT) to enhance academic writing skills among Yemeni university EFL students. Social Sciences & Humanities Open, 10, 101095.
• Anani, G. E., Nyamekye, E., & Bafour-Koduah, D. (2025). Using artificial intelligence for academic writing in higher education: The perspectives of university students in Ghana. Discover Education, 4(1), 46.
• Anderson, T., & White, P. (2023). Human-AI collaboration in academic writing: Challenges and opportunities. Journal of Educational Technology, 35(2), 120–135.
• Artiana, N., & Fakhrurriana, R. (2024). EFL undergraduate students’ perspective on using AI-based ChatGPT in academic writing. Language and Education Journal, 9(1), 1–11.
• Aue, A., & Lee, J. (2023). The impact of AI on academic writing: Benefits and challenges. Academic Press.
• Bai, X., & Wang, Y. (2023). The impact of AI-based writing assistants on EFL learners' writing performance. Language Learning & Technology, 27(2), 45–62.
• Baker, R., & Kim, H. (2023). AI literacy in higher education: Teaching responsible use of generative AI tools. Educational Technology Review, 40(3), 98–112.
• Booth, A., Sutton, A., & Papaioannou, D. (2016). Systematic approaches to a successful literature review (2nd ed.). SAGE Publications.
• Bozkurt, A. (2020). Educational technology research patterns in the realm of the digital knowledge age. Educational Technology & Society, 23(4), 21–37.
• Brown, C. (2023). The impact of AI-based grammar checkers on student writing performance. Language Learning & Technology, 27(1), 45–67.
• Chen, X., Xie, H., Zou, D., & Hwang, G. J. (2020). Application and theory of artificial intelligence in education: A systematic review. Educational Technology & Society, 23(4), 45–60.
• Davis, L., & Chen, R. (2021). AI-generated text and academic integrity: A growing concern in higher education. Ethics in Education Journal, 15(4), 210–225.
• Dixon-Woods, M., Agarwal, S., Jones, D., Young, B., & Sutton, A. (2006). Synthesizing qualitative and quantitative evidence: A review of possible methods. Journal of Health Services Research & Policy, 10(1), 45–53.
• Duong, T.-N.-A., & Chen, H.-L. (2025). An AI chatbot for EFL writing: Students’ usage tendencies, writing performance, and perceptions. Journal of Educational Computing Research, 63(2), 406–430.
• Elo, S., & Kyngäs, H. (2008). The qualitative content analysis process. Journal of Advanced Nursing, 62(1), 107–115.
• Friatin, L.Y. (2025). Revolutionizing writing: The impact of technology on enhancing students' writing skills. Journal of Applied Linguistics and Literacy, 9(1). Available at https://jurnal.unigal.ac.id/index.php/jall/article/view/17963
• Grant, M.J., & Booth, A. (2009). A typology of reviews: An analysis of 14 review types and associated methodologies. Health Information & Libraries Journal, 26(2), 91–108.
• Gasaymeh, A.-M. M., Beirat, M. A., & Abu Qbeita, A. A. (2024). University students' insights of generative artificial intelligence (AI) writing tools. Education Sciences, 14(10), 1062.
• Gayed, J. M., Carlon, M. K. J., Oriola, A. M., & Cross, J. S. (2022). Exploring an AI-based writing assistant’s impact on English language learners. Computers and Education: Artificial Intelligence, 3, 100055.
• Godwin-Jones, R. (2019). Emerging technologies: AI and language learning. Language Learning & Technology, 23(2), 5–14.
• Gürel, E., & Tat, M. (2017). SWOT analysis: A theoretical review. Journal of International Social Research, 10(51), 994–1006.
• Hague, C., & Payton, S. (2010). Digital literacy across the curriculum. Futurelab.
• Hao, J., & Wang, Y. (2021). AI-assisted writing tools in EFL classrooms: Opportunities and challenges. Journal of Second Language Writing, 54, 100787.
• Holmes, W., Bialik, M., & Fadel, C. (2021). Artificial intelligence in education: Promises and implications for teaching and learning. Routledge.
• Jones, M., & Patel, S. (2022). The role of AI in academic writing: Supportive tool or threat to critical thinking? Writing and Pedagogy, 14(2), 87–103.
• Kessler, G. (2020). Technology and the future of language education. Language Learning & Technology, 24(1), 5–15.
• Kim, J., Yu, S., Detrick, R., & Li, N. (2024). Exploring students’ perspectives on generative AI-assisted academic writing. Education and Information Technologies, 30, 1265–1300.
• Kramar, N., et al. (2024). Ukrainian PhD students' attitudes toward AI language processing tools in the context of English for academic purposes. Advanced Education, 24, 41–57.
• Launonen, P., Talalakina, E., & Dubova, G. (2024). Students' perceptions of using ChatGPT for academic writing in English: Insights from a Finnish university. Tertium Linguistic Journal, 9(1), 219-249.
• Lee, J. (2021). Bridging AI and student writing skills: A pedagogical perspective. Journal of Applied Linguistics, 22(3), 56–74.
• Liang, J., Huang, F., & Teo, T. (2024). Understanding Chinese university EFL learners’ perceptions of AI in English writing. International Journal of Computer-Assisted Language Learning and Teaching, 14(1), 1-16.
• Lincoln, Y.S., & Guba, E.G. (1985). Naturalistic Inquiry. Sage Publications.
• Luckin, R., Holmes, W., Griffiths, M., & Forcier, L. B. (2016). Intelligence unleashed: An argument for AI in education. Pearson.
• Malik, A. R., Pratiwi, Y., Andajani, K., Numertayasa, I. W., Suharti, S., Darwis, A., & Marzuki, M. (2023). Exploring artificial intelligence in academic essay: Higher education student’s perspective. International Journal of Educational Research Open, 5, 100296.
• Miller, D., & Garcia, P. (2023). Student perceptions of AI-assisted writing tools: Benefits, limitations, and ethical considerations. Computers & Education, 180, 104587.
• Nadhifah, A. S., Syukur, H. N., Haryanto, M. F., Luthfiyyah, R., & Rozak, D. R. (2024). Pre-service English teacher perceptions of AI in writing skills. Journal of World Englishes and Educational Practices, 6(2), 26–32.
• Ng, W. (2012). Can we teach digital natives digital literacy? Computers & Education, 59(3), 1065–1078.
• Nilsson, N. J. (2010). The quest for artificial intelligence: A history of ideas and achievements. Cambridge University Press.
• Ozfidan, B., El-Dakhs, D. A. S., & Alsalim, L. A. (2024). The use of AI tools in English academic writing by Saudi undergraduates. Contemporary Educational Technology, 16(4), ep527.
• Polakova, P., & Ivenz, P. (2024). The impact of ChatGPT feedback on the development of EFL students’ writing skills. Cogent Education, 11(1), 2410101.
• Pope, C., Ziebland, S., & Mays, N. (2007). Qualitative research in health care: An introduction to research methods. BMJ Publishing Group.
• Ranalli, J. (2021). AI and feedback in language learning: A pedagogical perspective. ReCALL, 33(1), 37–54.
• Roberts, K. (2023). Plagiarism in the age of AI: Rethinking originality and authorship in student writing. Journal of Academic Integrity, 12(1), 35–49.
• Russell, S. J., & Norvig, P. (2016). Artificial intelligence: A modern approach (3rd ed.). Pearson.
• Selwyn, N. (2019). Should robots replace teachers? Learning, Media and Technology, 44(1), 2–5.
• Smith, A., & Johnson, B. (2022). Developing AI literacy: A framework for responsible AI usage in education. Journal of Digital Education, 29(3), 112–128.
• Smith, D. (2022). Developing AI literacy in higher education. Journal of Digital Learning, 16(2), 120–135.
• Snilstveit, B., Vojtkova, M., Bhavsar, A., Stevenson, J., & Gaarder, M. (2016). Evidence & Gap Maps: A tool for promoting evidence informed policy and strategic research agendas. Journal of clinical epidemiology, 79, 120-129.
• Snyder, H. (2019). Literature review as a research methodology: An overview and guidelines. Journal of Business Research, 104, 333–339.
• Teng, M. F. (2024). “ChatGPT is the companion, not enemies”: EFL learners’ perceptions and experiences in using ChatGPT for feedback in writing. Computers and Education: Artificial Intelligence, 7, 100270.
• Thangthong, P., Phiromsombut, J., & Imsa-ard, P. (2024). Navigating AI writing assistance tools: Unveiling the insights of Thai EFL learners. THAITESOL Journal, 37(1), 111-131.
• Tran, H. N., & Nguyen, L. T. (2024). Factors influencing the perceptions of English major students in using ChatGPT to improve writing skills. International Journal of Research in Engineering, Science and Management, 7(8), 101-107. Available here: https://journal.ijresm.com/index.php/ijresm/article/view/3164
• Wilson, L. (2022). AI-powered writing assistants: Can they enhance student creativity? Educational Innovations Journal, 19(2), 76–93.
• Xu, Y., Wang, X., & Li, Y. (2022). The application of AI in language learning: Trends and challenges. Educational Technology Research and Development, 70(4), 987–1004.
• Yelliza, Siska, M. K. Ikhsan, & Satria, W. (2024). Students’ writing ability by using AI generative tools: Diffit, Brisk, Mendeley. Jurnal JILP (Jurnal Ilmiah Langue and Parole), 8(1), 58. Available here: https://e-journal.sastra-unes.com/index.php/JILP
• Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education – Where are the educators? International Journal of Educational Technology in Higher Education, 16(1), 1–27.
• Zhang, W., & Yu, S. (2021). Enhancing EFL writing proficiency with AI tools: An empirical investigation. System, 103, 1026.