Purpose Despite the rapid proliferation of empirical studies on generative artificial intelligence (GenAI) in second language (L2) writing, a systematic review of how GenAI supports L2 writing learning remains scarce. This study aims to fill this gap by providing a comprehensive synthesis of existing research. Design/Approach/Method We conducted a systematic review of 55 pertinent articles published in SSCI journals between January 2023 and July 2025, employing Activity Theory as our analytical framework. The review systematically examined six key components within the activity system: subjects (participant characteristics), tools (research instruments), community (research contexts), division of labor (social roles and power distribution), rules (procedural norms), and objects (learning goals). Findings Our analysis revealed that tools, division of labor, and rules serve as mediating components that exert both positive and negative effects on learning objects (i.e., the goals of learning activities). The framework effectively captured the complex interactions among different elements within GenAI-assisted L2 writing research. Originality/Value This study contributes to the literature by providing the first systematic review of GenAI-assisted L2 writing research within a theoretical framework. The Activity Theory perspective offers novel insights into understanding how different components interact in this emerging field.
Rong et al. (Fri,) studied this question.