A Systematic Review of the Role of Artificial Intelligence in Second Language Writing Education

Abstract Second language (L2) writing education is undergoing rapid transformation with the increasing integration of artificial intelligence (AI) tools. While research has explored AI applications across diverse educational domains, there remains a lack of systematic reviews addressing the implementation, benefits, challenges, and emerging trends of AI integration in L2 writing education. This review synthesizes 39 empirical studies published between 2019 and 2024, guided by three central questions: (1) What AI tools have been employed, and how have they been integrated into L2 writing education? (2) What benefits and challenges are associated with their use? (3) What emerging trends are shaping the future of AI integration in L2 writing education? Our findings reveal that three major tool types – automated writing evaluation systems, large language models, and specialized writing assistants – are predominantly used to support writing processes, provide feedback, and enhance learner engagement. Most tools were integrated through teacher-guided designs, highlighting the importance of structured mediation. While learners reported gains in grammar accuracy, motivation, and revision ownership, challenges included over-reliance, limited development of higher-order skills, and ethical concerns. Emerging trends point to a shift from surface-level correction toward deeper, metacognitive uses of AI and the embedding of AI in genre-based and reflective pedagogies. However, these developments remain uneven and contingent on instructional design. This review concludes by advocating for theory-informed, equity-oriented integration of AI tools, positioning them not as substitutes for instruction, but as mediational actors within a broader pedagogical ecology.