The applications of artificial intelligence (AI) to support learners’ English writing instruction have expanded significantly in recent years. Nevertheless, few bibliometric studies have been conducted in this area. This study presents a bibliometric analysis on applications of AI in English writing instruction, utilizing performance analysis and science mapping methodology through VOSviewer and Biblioshiny. As of 5 May 2025, a total of 1181 documents were initially retrieved from the Scopus database, and after screening and eligibility assessment, 409 relevant articles published between 2002 and 2025 were included in the bibliometric analysis. The study uncovers geographic distribution, country collaborations, influential journals, affiliations and authors, the most representative publications and publication trends. A systematic review of the most representative publications complements the quantitative analysis, tracing the historical development and current status of the field. The findings reveal a significant growth in research in the field, suggesting that applications of AI may not only aid writing but also change writing pedagogy, academic processes and student behavior. Additionally, the study highlights implications of educational practice and future research, including assessing long-term impacts, developing AI literacy and ensuring equitable utilization across diverse educational settings.
Xu et al. (Thu,) studied this question.