The rapid advancement of artificial intelligence (AI) technologies has introduced both opportunities and challenges to second language (L2) writing, and a new dimension to L2 writing research. To map the evolving landscape of AI-integrated L2 writing research, this systematic review analyzed 112 studies published between January 2014 and June 2024. The review focused on research contexts and participants, theoretical and methodological orientations, research setups, and key research issues. The analysis revealed that the majority of studies were conducted with undergraduates in the English as a Foreign Language (EFL) context. Most studies did not specify a theoretical framework; however, the predominant theoretical orientations were cognitive, technological-pedagogical, social, critical, and genre. The literature commonly employed eclectic or mixed methodologies, favoring (quasi-)experimental designs with short duration. The writing tasks investigated were varied, with a notable emphasis on elemental genres such as argumentative essays. The main research issues addressed included AI functionalities; students’ perceptions and experiences; impacts on students’ writing, cognitive, affective, and behavioral performance; teachers’ perceptions, teaching practices, and literacy development; and factors influencing AI use. The findings highlight the need for future research, particularly longitudinal studies focusing on the development of AI literacy in L2 writing.
Feng et al. (Mon,) studied this question.
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