The Use of ChatGPT in Academic Writing: A Systematic Literature Review of EFL and Higher Education Contexts

Abstract

The rapid advancement of artificial intelligence (AI) technologies has significantly transformed higher education and English as a Foreign Language (EFL) learning, particularly in academic writing. Among the most influential recent developments is ChatGPT, an AI-powered chatbot developed by OpenAI that has increasingly been integrated into educational contexts to support writing, language learning, and research activities. Despite the growing body of literature on ChatGPT in education, limited systematic review studies have examined its role in academic writing among postgraduate TESOL students in Saudi Arabia. Therefore, this study aimed to systematically review the existing literature related to ChatGPT, academic writing, artificial intelligence, and EFL higher education contexts. The study was guided by the following research question: How do MA TESOL students in Saudi Arabia perceive the use of ChatGPT for academic writing, and what challenges are associated with its use?

The study adopted the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) framework to ensure transparency and methodological rigor. Relevant studies were retrieved from Scopus, Web of Science, and Google Scholar. Following identification, screening, eligibility assessment, and quality evaluation procedures, 91 studies were included in the final synthesis. The findings revealed that ChatGPT supports EFL learners in improving grammar, vocabulary, coherence, idea generation, and organization of academic writing. The review also highlighted several challenges, including plagiarism, academic integrity concerns, overreliance on AI-generated content, misinformation, and reduced critical thinking. The study concludes that ChatGPT can effectively support academic writing when integrated responsibly within higher education environments.