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Generative AI-Assisted Academic Writing in Higher Education EFL Contexts: A Critical Review of Learning Outcomes, Self-Regulated Learning, and Ethical Governance

Primary research

#1523

T1new
Topic
unassigned (set during synthesis)
First seen
2026-08-09 07:16:04
Last seen
2026-08-09 07:16:04

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  • Semantic Scholar2026-08-09 07:15:27
    Generative AI-Assisted Academic Writing in Higher Education EFL Contexts: A Critical Review of Learning Outcomes, Self-Regulated Learning, and Ethical Governance

    GenAI’s rapid proliferation has reshaped EFL academic writing, yet research remains fragmented. This review synthesizes 24 publications (2022–2026) on learning outcomes, self-regulated learning (SRL), and ethical governance. Three findings emerge: (1) positive effects on surface-level writing are confirmed but moderated by intervention duration, task complexity, learner proficiency, and evaluation methods; (2) GenAI’s impact on SRL depends on its role as a scaffold versus a substitute for learner agency, as illuminated by TAM, SCT, and SRL; (3) ethical governance is shifting from plagiarism policing to proactive AI literacy. Gaps persist in longitudinal and process-oriented designs, representation of underserved groups, and theory-driven pedagogy. The review argues that GenAI’s value cannot be judged by writing products alone but requires understanding the interplay among cognition, autonomy, and regulation. An ecologically-informed research agenda is proposed.