Artificial Intelligence Tools for the Development of Writing Skills in English Language Learners: A Literature Review
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This literature review examines the impact of artificial intelligence (AI) tools on the development of writing skills in English language learners (ELLs). It is aimed at analyzing relevant findings from current academic studies on how AI-powered technologies—such as grammar checkers, writing assistants, and automated feedback systems—support ELLs in improving coherence, grammatical accuracy, vocabulary use, and overall textual organization. A qualitative methodology was applied to gather and select peer-reviewed articles from the last ten years, accessed through major academic databases such as Scopus, Web of Science, Google Scholar, and SciELO. The findings reveal that AI tools contribute to enhanced writing proficiency due to the easy access to real-time corrective feedback, lexical enrichment, and syntactic structuring, thus, fostering learner autonomy and engagement. Nevertheless, the review also highlights persistent challenges, including the risk of overreliance on AI, limited adaptability to learners’ individual contexts, and the importance of meaningful human feedback. The study suggests that although AI tools offer transformative potential for English language writing instruction, their integration must be guided by pedagogical frameworks and adapted to instructional goals.
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