Benefits and Challenges of ChatGPT in Supporting English Academic Writing: A Narrative Literature Review
DOI:
https://doi.org/10.24256/ideas.v14i2.8767Keywords:
ChatGPT, academic writing, EFL, AI literacy, higher education, narrative literature reviewAbstract
The emergence of generative artificial intelligence, particularly ChatGPT, has transformed academic writing practices in higher education, including within English as a Foreign Language (EFL) contexts. This narrative literature review aims to synthesize recent research on the benefits, challenges, and pedagogical implications of using ChatGPT in English academic writing. Relevant studies published between 2022 and 2025 were collected from major academic databases and analyzed thematically. The findings reveal five interrelated themes: (1) enhanced linguistic accuracy and academic language development, (2) the reshaping of cognitive processes in academic writing, (3) affective, motivational, and learner-identity shifts, (4) ethical, academic integrity, and epistemological risks, and (5) pedagogical shifts and institutional considerations. While ChatGPT offers substantial linguistic and motivational support, its effectiveness depends on ethical use, critical evaluation, and appropriate pedagogical integration. Concerns related to plagiarism, overreliance on technology, declining critical thinking skills, and disparities in AI literacy remain significant challenges. The review concludes that higher education institutions need to develop comprehensive AI literacy, adaptive assessment practices, and clear academic policies to ensure responsible implementation. Future research is encouraged to explore classroom-based applications, cross-cultural student experiences, and sustainable models of human–AI collaboration in academic writing instruction.
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