Exploring Writing Approaches Using Artificial Intelligence in Foreign Language Education: A Systematic Literature Review

The integration of Artificial Intelligence into Foreign Language writing instruction has transformed how learners acquire and develop writing skills. However, despite increasing global attention to AI-assisted learning, there remains a limited synthesis of its pedagogical applications in writing within FL contexts. Addressing this gap, the present study systematically reviews existing empirical research on the incorporation of AI in FL writing instruction. Guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework, this Systematic Literature Review examines studies published between 2020 and 2025 across four databases: ERIC, Springer, Sage, and Scopus. A total of 24 empirical studies were analyzed through thematic analysis. The analysis yielded two central themes: (1) AI-mediated opportunities and challenges in FL writing, and (2) AI-driven pedagogical approaches to enhance writing proficiency. The significance of this study lies in its contribution to understanding how AI integration can optimize language-learning outcomes, offering practical implications for educators, curriculum developers, and researchers. Ultimately, this review bridges the gap between emerging AI technologies and effective writing pedagogy in multilingual education