AI-POWERED WRITING ASSISTANCE IN ENGLISH LANGUAGE LEARNING IN HIGHER EDUCATION: A LITERATURE REVIEW

Abstract

This literature review explores the role of AI-powered writing assistance tools in supporting English language learning in higher education. Many university students, especially non-native speakers, face challenges in grammar, vocabulary, and academic conventions. Tools such as ChatGPT, Grammarly, and Quillbot—driven by natural language processing and machine learning—offer automated feedback that enhances writing quality and learner confidence. This review synthesizes findings from 10 peer-reviewed empirical studies published between 2021 and 2025. The results reveal that these tools are widely adopted in university contexts and are associated with improved grammatical accuracy, organization, and overall writing performance. However, the review also identifies significant concerns, including academic integrity issues, over-reliance on automated suggestions, and the risk of diminishing critical thinking and originality. While AI writing tools can be valuable learning aids, their effective integration requires thoughtful pedagogical planning, ethical considerations, and educator support to ensure they complement rather than replace authentic writing development.