THE ROLE OF ARTIFICIAL INTELLIGENCE IN ENHANCING SECOND LANGUAGE WRITING SKILLS

Abstract

In the field of second language (L2) writing, the advent of artificial intelligence (AI) has revolutionized the pedagogical landscape, providing unprecedented opportunities for learners to receive instant feedback, real-time error correction, and generative support of the written text. The aim of the paper is to analyze the impact of the use of artificial intelligence (AI) tools such as automated writing evaluation (AWE) systems (e.g., Grammarly) and generative large language models (e.g., ChatGPT) on the writing competence of second language (L2) learners. The study follows a qualitative, interpretive research design that draws on a diverse pool of empirical and conceptual research literature published from 2017 to 2025 to answer two core questions on the pedagogical gains and continued challenges of using AI in L2 writing classrooms. The findings indicate that AI tools are consistently effective in promoting grammatical accuracy, learner motivation, and revision engagement, yet also highlight concerns about dependency, surface-level engagement with feedback, and the lack of development of higher-order composing skills, like argumentation, coherence, and authorial voice. Based on the results of the study, the author suggests that AI is best understood as a pedagogical mediator or partner instead of being a replacement for teacher mediation and that the theory-informed recommendations focus on the issues of equity and AI tools use in L2 writing pedagogy.