Mark Feng Teng

Macao Polytechnic University, Macau SAR, China

Abstract

Since its release in November 2022, ChatGPT has become a focal point of discussion among scholars and practitioners. This study investigates the role of ChatGPT in English as a Foreign Language (EFL) writing through a systematic review of the 20 most pertinent articles. Inclusion and exclusion of references were based on the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Findings suggest that the integration of artificial intelligence (AI) into education is an evolving process that significantly impacts how EFL students learn to write. This systematic review highlights both the opportunities and challenges associated with adopting ChatGPT for EFL writing. On one hand, ChatGPT offers innovative ways to enhance writing skills, providing instant feedback and diverse writing prompts. On the other hand, challenges such as dependency on AI and the need for critical thinking skills remain. Based on the synthesized literature, recommendations for EFL teaching were proposed, emphasizing a balanced approach to integrating AI tools like ChatGPT into writing curricula and creating a community of practice among teachers and students.

Keywords

Artificial intelligence, writing instruction, learning to write, teaching writing, digital education