ARTIFICIAL INTELLIGENCE IN ENGLISH WRITING FEEDBACK: A SYSTEMATIC REVIEW (2020 - 2025)

ARTIFICIAL INTELLIGENCE IN ENGLISH WRITING FEEDBACK: A SYSTEMATIC REVIEW (2020 - 2025)

Nguyen Thi Linh Nga linhnga.nt88@gmail.com Hanoi Star Primary & Secondary School Lot T1, Trung Hoa - Nhan Chinh Urban Area, Yen Hoa ward, Hanoi, Vietnam
Summary: 
In recent years, the integration of Artificial Intelligence into education has expanded significantly, with growing applications in teaching English writing as a foreign language (EFL) and as a second language (ESL). While prior reviews have focused mainly on traditional automated writing evaluation systems, less attention has been given to the pedagogical implications of generative artificial intelligence. This study conducts a systematic review of eighteen peer-reviewed articles published from 2020 to 2025 that examines the use of automated evaluation tools and artificial intelligence in providing feedback on English writing for language learners. The selection and analysis of the studies were conducted in accordance with the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta - Analyses) framework to ensure methodological transparency and rigor. The findings demonstrate that Artificial Intelligence enhances writing instruction through immediate and individual feedback, expanded idea generation, and support for learner autonomy. However, limitations remain in addressing higher-order writing skills such as coherence, argumentation, and critical thinking. These results emphasize the necessity of complementing Artificial-Intelligence-driven tools with teacher and peer feedback. By clarifying both the strengths and constraints of artificial intelligence, this study not only extends previous reviews but also provides concrete pedagogical, research, and policy implications for effectively integrating both traditional automated writing evaluation and generative artificial intelligence into English writing pedagogy.
Keywords: 
Artificial intelligence
automated writing evaluation
generative artificial intelligence
academic English writing
systematic review.
Refers: 

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