The Impact of Artificial Intelligence Writing Tools on Learners’ Motivation in English Writing: A Systematic Review
Keywords:
Artificial Intelligence; ESL writing; Learner motivation; Systematic review; Writing proficiencyAbstract
The integration of Artificial Intelligence (AI) into writing pedagogy enhances learner motivation in English language acquisition. A gap remained in the literature of consolidated evidence addressing the influence of AI writing tools on learners’ motivation in English writing, particularly between intrinsic and extrinsic motivation which may contribute to sustained, long-term motivational effects. This systematic review investigates the reported impacts of AI writing tools on learners’ motivation in English writing. The review consolidated results from 14 empirical studies published between 2021 and 2025 accessed through the Scopus database. The selection of studies in this review was clearly governed by the inclusion and exclusion criteria, in accordance with PRISMA procedure to determine the most pertinent papers for this review. The reviewed studies spanned various educational contexts across Malaysia, Jordan, China, Oman, Iraq and the United Arab Emirates. A range of AI writing tools were examined, including ChatGPT, Grammarly, Automated Writing Evaluation (AWE) systems and other generative AI applications. Findings revealed five recurrent themes of motivational impacts: increased confidence and self-efficacy, higher engagement and interest, improved feedback and support, enhanced autonomy and reduced writing anxiety. These findings indicated that AI writing tools exert potential to enhance learners’ writing proficiency and foster sustained motivation in self-directed learning. The reviewed studies revealed that AI has progressed and emerged as a pedagogical catalyst that shapes modern writing pedagogy. Future research should focus on longitudinal and ethically grounded approaches to better examine the sustained motivational impacts and ensure equitable integration of AI-assisted writing in English language education.
https://doi.org/10.26803/ijlter.25.1.33
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