References
[1]. Bal, M., & Öztürk, E. (2025). The Potential of Deep Learning in Improving K‐12 Students' Writing Skills: A Systematic Review. British Educational Research Journal.
[2]. Asad, M. M., Shahzad, S., Shah, S. H. A., Sherwani, F., & Almusharraf, N. M. (2024). ChatGPT as Artificial Intelligence-Based Generative Multimedia for English Writing Pedagogy: Challenges and Opportunities from an Educator's Perspective. The International Journal of Information and Learning Technology, 41(5), 490-506
[3]. Shofiah, N., Putera, Z. F., & Solichah, N. (2023). Challenges and Opportunities in the Use of Artificial Intelligence in Education for Academic Writing: A Scoping Review. In Conference Psychology and Flourishing Humanity (PFH 2023). Atlantis Press, 174-193.
[4]. Escalante, J., Pack, A., & Barrett, A. (2023). AI-Generated Feedback on Writing: Insights into Efficacy and ENL Student Preference. International Journal of Educational Technology in Higher Education, 20(1).
[5]. Guo, K., Pan, M., Li, Y., & Lai, C. (2024). Effects of an AI-Supported Approach to Peer Feedback on University EFL Students' Feedback Quality and Writing Ability. The Internet and Higher Education, 63, 100962.
[6]. Bodaubekov, A., Agaidarova, S., Zhussipbek, T., Gaipov, D., & Balta, N. (2025). Leveraging AI to Enhance Writing Skills of Senior TFL Students in Kazakhstan: A Case Study Using "Write & Improve". Contemporary Educational Technology, 17(1), ep548.
[7]. Sullivan, M., Kelly, A., & McLaughlin, P. (2023). ChatGPT in Higher Education: Considerations for Academic Integrity and Student Learning.
[8]. Chang, Q., & Chow, Z. (2024). The Potential and Implications of AI-Generated Feedback for Primary School Composition Writing. ASEAN Journal of Applied Languages, 3, 17-43.
[9]. Li, L. (2024). Empowering College English Writing Instruction With ChatGPT: Integration OF Teacher-AI-Student Framework and POA. Trends in Social Sciences and Humanities Research, 48.
[10]. Seo, J. Y. (2024). Exploring the Educational Potential of ChatGPT: AI-Assisted Narrative Writing for EFL College Students. Language Teaching Research Quarterly, 43, 1-21.
[11]. Emerson, N. (2024). AI-enhanced collaborative story writing in the EFL classroom. Technology in Language Teaching & Learning, 6(3), 1764-1764.
[12]. Ho, C. C. (2024). Using AI-Generative Tools in Tertiary Education: Reflections on Their Effectiveness in Improving Tertiary Students' English Writing Abilities. Online Learning, 28(3), 33-54.
[13]. Fokides, E., & Peristeraki, E. (2025). Comparing ChatGPT's Correction and Feedback Comments with those of Educators in the Context of Primary Students' Short Essays Written in English and Greek. Education and Information Technologies, 30(2), 2577-2621.
[14]. Wang, C., Aguilar, S. J., Bankard, J. S., Bui, E., & Nye, B. (2024). Writing with AI: What College Students Learned from Utilizing ChatGPT for a Writing Assignment. Education Sciences, 14(9).
[15]. Murgayah, M., Anadan Nair, H. N., & Md Yunus, M. (2025). AI-Driven Vocabulary Enhancement: Transforming Writing Skills for Secondary Students using ChatGPT. Progress in Computers and Learning, 2(1), 12-28.
[16]. Cheng, C. H. (2024). Using AI-Generative Tools in Tertiary Education: Reflections on Their Effectiveness in Improving Tertiary Students' English Writing Abilities. Online Learning, 28(3).
[17]. Setiawan, F., & Alkhowarizmi, A. (2025). Exploring an Artificial Intelligence as Automated Feedback Program in EFL Writing. ETERNAL (English Teaching Journal), 16(1), 202-224
[18]. Yao, Y., Zhu, X., Xiao, L., & Lu, Q. (2025). Secondary School English Teachers' Application of Artificial Intelligence-Guided Chatbot in the Provision of Feedback on Student Writing: An Activity Theory Perspective. Journal of Second Language Writing, 67, 101179.
[19]. Chan, S., Lo, N., & Wong, A. (2025). Leveraging Generative AI for Enhancing University-Level English Writing: Comparative Insights on Automated Feedback and Student Engagement. Cogent Education, 12(1), 2440182.
Cite this article
Wang,W. (2025). Research on AI Application in English Writing Instruction. Lecture Notes in Education Psychology and Public Media,94,56-61.
Data availability
The datasets used and/or analyzed during the current study will be available from the authors upon reasonable request.
Disclaimer/Publisher's Note
The statements, opinions and data contained in all publications are solely those of the individual author(s) and contributor(s) and not of EWA Publishing and/or the editor(s). EWA Publishing and/or the editor(s) disclaim responsibility for any injury to people or property resulting from any ideas, methods, instructions or products referred to in the content.
About volume
Volume title: Proceedings of ICEIPI 2025 Symposium: AI Am Ready: Artificial Intelligence as Pedagogical Scaffold
© 2024 by the author(s). Licensee EWA Publishing, Oxford, UK. This article is an open access article distributed under the terms and
conditions of the Creative Commons Attribution (CC BY) license. Authors who
publish this series agree to the following terms:
1. Authors retain copyright and grant the series right of first publication with the work simultaneously licensed under a Creative Commons
Attribution License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this
series.
2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the series's published
version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial
publication in this series.
3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and
during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See
Open access policy for details).
References
[1]. Bal, M., & Öztürk, E. (2025). The Potential of Deep Learning in Improving K‐12 Students' Writing Skills: A Systematic Review. British Educational Research Journal.
[2]. Asad, M. M., Shahzad, S., Shah, S. H. A., Sherwani, F., & Almusharraf, N. M. (2024). ChatGPT as Artificial Intelligence-Based Generative Multimedia for English Writing Pedagogy: Challenges and Opportunities from an Educator's Perspective. The International Journal of Information and Learning Technology, 41(5), 490-506
[3]. Shofiah, N., Putera, Z. F., & Solichah, N. (2023). Challenges and Opportunities in the Use of Artificial Intelligence in Education for Academic Writing: A Scoping Review. In Conference Psychology and Flourishing Humanity (PFH 2023). Atlantis Press, 174-193.
[4]. Escalante, J., Pack, A., & Barrett, A. (2023). AI-Generated Feedback on Writing: Insights into Efficacy and ENL Student Preference. International Journal of Educational Technology in Higher Education, 20(1).
[5]. Guo, K., Pan, M., Li, Y., & Lai, C. (2024). Effects of an AI-Supported Approach to Peer Feedback on University EFL Students' Feedback Quality and Writing Ability. The Internet and Higher Education, 63, 100962.
[6]. Bodaubekov, A., Agaidarova, S., Zhussipbek, T., Gaipov, D., & Balta, N. (2025). Leveraging AI to Enhance Writing Skills of Senior TFL Students in Kazakhstan: A Case Study Using "Write & Improve". Contemporary Educational Technology, 17(1), ep548.
[7]. Sullivan, M., Kelly, A., & McLaughlin, P. (2023). ChatGPT in Higher Education: Considerations for Academic Integrity and Student Learning.
[8]. Chang, Q., & Chow, Z. (2024). The Potential and Implications of AI-Generated Feedback for Primary School Composition Writing. ASEAN Journal of Applied Languages, 3, 17-43.
[9]. Li, L. (2024). Empowering College English Writing Instruction With ChatGPT: Integration OF Teacher-AI-Student Framework and POA. Trends in Social Sciences and Humanities Research, 48.
[10]. Seo, J. Y. (2024). Exploring the Educational Potential of ChatGPT: AI-Assisted Narrative Writing for EFL College Students. Language Teaching Research Quarterly, 43, 1-21.
[11]. Emerson, N. (2024). AI-enhanced collaborative story writing in the EFL classroom. Technology in Language Teaching & Learning, 6(3), 1764-1764.
[12]. Ho, C. C. (2024). Using AI-Generative Tools in Tertiary Education: Reflections on Their Effectiveness in Improving Tertiary Students' English Writing Abilities. Online Learning, 28(3), 33-54.
[13]. Fokides, E., & Peristeraki, E. (2025). Comparing ChatGPT's Correction and Feedback Comments with those of Educators in the Context of Primary Students' Short Essays Written in English and Greek. Education and Information Technologies, 30(2), 2577-2621.
[14]. Wang, C., Aguilar, S. J., Bankard, J. S., Bui, E., & Nye, B. (2024). Writing with AI: What College Students Learned from Utilizing ChatGPT for a Writing Assignment. Education Sciences, 14(9).
[15]. Murgayah, M., Anadan Nair, H. N., & Md Yunus, M. (2025). AI-Driven Vocabulary Enhancement: Transforming Writing Skills for Secondary Students using ChatGPT. Progress in Computers and Learning, 2(1), 12-28.
[16]. Cheng, C. H. (2024). Using AI-Generative Tools in Tertiary Education: Reflections on Their Effectiveness in Improving Tertiary Students' English Writing Abilities. Online Learning, 28(3).
[17]. Setiawan, F., & Alkhowarizmi, A. (2025). Exploring an Artificial Intelligence as Automated Feedback Program in EFL Writing. ETERNAL (English Teaching Journal), 16(1), 202-224
[18]. Yao, Y., Zhu, X., Xiao, L., & Lu, Q. (2025). Secondary School English Teachers' Application of Artificial Intelligence-Guided Chatbot in the Provision of Feedback on Student Writing: An Activity Theory Perspective. Journal of Second Language Writing, 67, 101179.
[19]. Chan, S., Lo, N., & Wong, A. (2025). Leveraging Generative AI for Enhancing University-Level English Writing: Comparative Insights on Automated Feedback and Student Engagement. Cogent Education, 12(1), 2440182.