USING ARTIFICIAL INTELLIGENCE (AI) IN ENGLISH WRITING CLASSES: A SYSTEMATIC LITERATURE REVIEW

Abstract

This paper presents a systematic literature review on integrating Artificial Intelligence (AI) into English as a Foreign Language (EFL) writing classes. This review aimed to analyze the scope and impact of implementing AI in this domain, focusing on articles published between 2010 and 2023. A thorough search was conducted on the Scopus and SEMANTIC SCHOLARS databases using the keywords "artificial AND intelligence OR ai AND efl AND writing," which resulted in 22 relevant papers. This review's findings reveal that AI has been used in English writing classes for various purposes. First, AI-based chatbots have emerged as a tool for inspiring and generating writing ideas, providing creative leads to learners, and encouraging expression. Second, AI has been used to correct and provide feedback on student writing, augmenting the traditional instructor role. Finally, the ability of AI to facilitate language translation has been leveraged in English writing classes, allowing students to explore and practice writing in multiple languages. Despite the apparent benefits of incorporating AI in English writing instruction, ethical considerations regarding its use remain controversial among researchers. Questions about data privacy, bias, and the potential for over-reliance on AI are some of the key ethical issues raised in the literature reviewed. This systematic literature review contributes to this field by presenting an overview of current applications of AI in English writing classrooms, highlighting AI's multifaceted role in enhancing writing skills and pressing ethical issues that require further investigation and attention from academia. These findings can inform educators, policymakers, and researchers in making decisions about the responsible and effective integration of AI technologies in English writing instruction.