earticle

영어

The objective of this study was to identify the key themes and topics addressed in recent research on AI-assisted writing tools in English education. Additionally, the study aimed to examine the research methods and participant groups commonly used in the selected studies, explore the reported pedagogical benefits and challenges, and consider the implications of the findings for language teachers, curriculum designers, and policymakers. To collect data, journal articles were retrieved from the Research Information Service System(RISS), and a total of 16 articles were selected through a multi-stage screening process. The data were analyzed using constant comparison, thematic analysis, and inter-coder reliability to ensure the trustworthiness of the findings. Through this process, five key themes emerged. In terms of pedagogical impact, the findings highlight several benefits, including improvements in grammar, vocabulary, coherence, and overall writing quality—particularly among students who received AI-generated feedback. However, a major challenge identified is the risk of overreliance on AI, which may hinder the development of students’ independent writing and critical thinking skills. The study concludes with a discussion of implications for educational practice and policy, as well as the limitations of the current research.