AI-Powered Tools for Enhancing Writing Skills of English Language Learners: A Systematic Literature Review

Abstract

In recent years, the integration of Artificial Intelligence (AI) in teaching English as a Second Language (ESL) and English as a Foreign Language (EFL) learners have significantly transformed the approaches to English language learning, especially in the teaching and learning of writing skills. Writing is known as a fundamental component of language proficiency. Hence, technological advancements offer innovative methods to address the persistent challenges often faced by these learners in acquiring writing proficiency. This systematic literature review investigates the impact of AI-powered tools on the improvement of writing skills in second English language learners, such as ESL and EFL learners. Following the PRISMA guidelines, the review synthesises findings from 31 studies published between the year of 2021 and 2025, identifying prevalent AI tools and analysing their effectiveness in enhancing learners’ writing skills. Despite traditional instructional methods, persistent challenges in grammatical accuracy, limited vocabulary, and poor organization hinder effective expression among ESL/EFL learners, thereby necessitating the exploration of effective technological aids. The growing reliance on AI for educational support, especially among language learners, raises the need to examine how these tools are applied and what outcomes they generate. The review revealed a range of efficacious AI tools, notably ChatGPT, Grammarly, Quillbot, Gemini and a variety of other AI tools. Next, the review also underscored the significant potential of AI tools to positively impact writing skills such as accuracy in grammar and mechanics, vocabulary and style development, feedback and revision processes and narrative writing abilities. Thus, the findings of this systematic literature review provide evidence-based insights for educators and researchers regarding AI integration to enhance writing skills among ESL/EFL learners.