AI writing tools in English writing: Reviewing teachers' and students’ views on benefits and concerns

Abstract

The present narrative review synthesizes the teachers' and learners' positive and negative perspectives regarding the use of AI tools in English writing within EFL/ESL contexts. The methodology follows an inclusion-exclusion criterion with a PRISMA flow diagram. A total of 28 peer-reviewed studies published between 2020 and 2025 were included from the SCOPUS/Web of Science (27) and Google Scholar (1) databases. For deductive thematic analysis, a combined framework consisting of Technological Pedagogical Content Knowledge (TPACK), Self-Regulated Learning (SLR), and Vygotsky's scaffolding theory is utilized as lenses. This study predefines ten positive themes as well as two negative themes. In the findings section, the study narrates the themes, like the pedagogical benefits of AI tools, including enhanced feedback, goal-setting, and student motivation, along with challenges such as over-reliance on AI and ethical concerns. • AI tools enhance goal-setting and motivation in writing tasks. • AI support fosters student self-regulation and improves task planning. • Excessive reliance on AI tools may reduce students' independent writing skills. • Unethical use of AI raises concerns about academic integrity. • AI provides cognitive scaffolding.

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