Exploring Students’ Critical Awareness of AI-Assisted Writing in EFL Contexts: A Literature Review
DOI:
https://doi.org/10.24114/tj.v15i3.74926Keywords:
AI-Assisted Writing, Critical Awareness, EFL Writing, Generative AI, AI LiteracyAbstract
The increasing integration of artificial intelligence (AI) in English as a Foreign Language (EFL) writing has significantly transformed students’ writing practices, particularly through the use of generative AI tools such as ChatGPT. This article critically discusses recent literature concerning students’ critical awareness in AI-assisted EFL writing contexts, focusing on studies published between 2022 and 2026. The discussion reveals that AI technologies provide various pedagogical benefits, including improvements in writing performance, learner autonomy, motivation, and accessibility. However, these advantages do not automatically develop students’ critical awareness in evaluating AI-generated content. The literature indicates that many students continue to rely on AI outputs without sufficient reflection regarding accuracy, relevance, ethical implications, and academic integrity. In addition, excessive dependence on AI may limit the development of higher-order thinking skills and reflective learning. The article also emphasizes the important role of pedagogical intervention in fostering critical digital literacy and responsible AI use in EFL writing instruction. Overall, the discussion suggests that critical awareness should become a central component of AI integration to ensure that AI functions as a supportive tool for meaningful, ethical, and sustainable learning.
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