Adoption of Generative Artificial Intelligence in L2 Graduate Academic Writing in Higher Education: A Scoping Review of Current Status and Implications
Keywords:
academic writing; artificial intelligence; GenAI adoption; graduate education; L2 writing; scoping reviewAbstract
Recently, there has been growing research interest in the integration of generative artificial intelligence (GenAI) in educational contexts, particularly in academic writing. In multilingual contexts where students struggle with the complexities of academic writing, particularly at the graduate level, the adoption of GenAI may play a critical role in supporting graduate academic writing. This study aimed to conduct a scoping review to determine the benefits, challenges, concerns, and research gaps associated with GenAI adoption in L2 graduate academic writing within higher education. Articles that described the adoption of GenAI in L2 Graduate academic writing were searched across four databases: Scopus, Web of Science, Google Scholar, and EBSCOhost. Articles that were not specific to L2 graduate academic writing, not empirical studies and not written in English were excluded. Eight empirical studies (2024-2025) that focused on L2 graduate academic writing were selected for the review. The results revealed that all eight studies reported notable improvements in students’ academic writing, including enhanced grammar, spelling, coherence, and writing style. Tools such as Grammarly and ChatGPT were found to be particularly beneficial for non?native English?speaking graduate students. However, the review also identified key challenges including ethical concerns and the risk of over-reliance on GenAI-generated content. Overall, the review concludes that while GenAI tools show strong potential for enhancing L2 graduate academic writing skills, further research and policy development are needed to guide responsible and effective integration of GenAI within universities.
https://doi.org/10.26803/ijlter.25.3.43
References
Albariqi, Z. (2024). A systematic review exploring the use of artificial intelligence in developing writing skills. Journal of Critical Studies in Language and Literature, 5(6), 59-64. https://doi.org/10.46809/jcsll.v5i6.308
Aljuaid, H. (2024). The impact of artificial intelligence tools on academic writing instruction in higher education: A systematic review. Arab World English Journal (AWEJ) Special Issue on ChatGPT, 26-55. https://dx.doi.org/10.24093/awej/ChatGPT.2
Almousa, M. M., & AbuSa'aleek, A. O. (2025). Postgraduate students' attitude toward using ChatGPT in enhancing their master's thesis: A mixed method study. Arab World English Journal (AWEJ), Special Issue on Artificial Intelligence, pp. 157-175. https://dx.doi.org/10.24093/awej/AI.9
Amiri, F., & Puteh, M. (2017). Error analysis in academic writing: A case of international postgraduate students in Malaysia. Advances in Language and Literary Studies, 8(4), 141-145. https://doi.org/10.7575/aiac.alls.v.8n.4p.141
AlMarwani, M. (2020). Academic writing: Challenges and potential solutions. Arab World English Journal (AWEJ) Special Issue on CALL, 114-121. https://doi.org/10.24093/awej/call6.8
Balta, N. (2023). Ethical considerations in using AI in educational research. Journal of Research in Didactical Sciences, 2(1), Article no.14205. https://doi.org/10.51853/jorids/14205
Barkar, F., & Mazzocco, P. (2024, September). Leveraging AI tools for academic writing among L2 doctoral students. In New Zealand AI in Higher Education Symposium, 1 –10. https://hdl.handle.net/10523/40815
Borger, J. G., Ng, A. P., Anderton, H., Ashdown, G. W., Auld, M., Blewitt, M. E., Brown, D. V., Call, M. J., Collins, P., & Freytag, S. (2023). Artificial intelligence takes center stage: Exploring the capabilities and implications of ChatGPT and other AI-assisted technologies in scientific research and education. Immunology and Cell Biology, 101(10), 923–935. https://doi.org/10.1111/imcb.12689
Cardon, P., Fleischmann, C., Aritz, J., Logemann, M., & Heidewald, J. (2023). The challenges and opportunities of AI-assisted writing: Developing AI literacy for the AI age. Business and Professional Communication Quarterly, 86(3), 257-295. https://doi.org/10.1177/23294906231176517
Chan, C. K. Y., & Hu, W. (2023). Students’ voices on generative AI: Perceptions, benefits, and challenges in higher education. International Journal of Educational Technology in Higher Education, 20(1), 43-60. https://doi.org/10.1186/s41239-023-00411-8
Chanpradit, T. (2025). Generative artificial intelligence in academic writing in higher education: A systematic review. Edelweiss Applied Science and Technology, 9(4), 889-906. https://doi.org/10.55214/25768484.v9i4.6128
Cheng, D., Li, M., & Lee, T. (2025). Leveraging ChatGPT for research writing: An exploration of ESL graduate students’ practices. Computers and Composition, 76, 102934. https://doi.org/10.1016/j.compcom.2025.102934
Cotton, D. R., Cotton, P. A., & Shipway, J. R. (2024). Chatting and cheating: Ensuring academic integrity in the era of ChatGPT. Innovations in Education and Teaching International, 61(2), 228-239. https://doi.org/10. 1080/14703297.2023.2190148
Crompton, H., & Burke, D. (2023). Artificial intelligence in higher education: The state of the field. International Journal of Educational Technology in Higher Education, 20(1), 1-22. https://doi.org/10.1186/s41239-023-00392-8
Dahri, N. A., Yahaya, N., Al-Rahmi, W. M., Vighio, M. S., Alblehai, F., Soomro, R. B., & Shutaleva, A. (2024). Investigating AI-based academic support acceptance and its impact on students’ performance in Malaysian and Pakistani higher education institutions. Education and Information Technologies, 29(14), 18695-18744. https://doi.org/10.1007/s10639-024-12599-x
De la Vall, R. R. F., & Araya, F. G. (2023). Exploring the benefits and challenges of AI-language learning tools. International Journal of Social Sciences and Humanities Invention, 10(01), 7569-7576. https://doi.org/10.18535/ijsshi/v10i01.02
Dillon, A., Chell, G., Al Ameri, N., Alsayed, N., Salem, Y., Turner, M., & Gallagher, K. (2024). The use of large language model tools such as ChatGPT in academic writing in English medium education postgraduate programs: A grounded theory approach. Journal of Educators Online, 21. https://doi.org/10.9743/jeo.2024.21.2.5
Gao, C. A., Howard, F. M., Markov, N. S., Dyer, E. C., Ramesh, S., Luo, Y., & Pearson, A. T. (2023). Comparing scientific abstracts generated by ChatGPT to real abstracts with detectors and blinded human reviewers. NPJ Digital Medicine, 6(1), 75. https://doi.org/10.1038/s41746-023-00819-6
Guo, K., & Wang, D. (2024). To resist it or to embrace it? Examining ChatGPT’s potential to support teacher feedback in EFL writing. Education and Information Technologies, 29(7), 8435-8463. https://doi.org/10.1007/s10639-023-12146-0
Hashim, S., Samad, A., & Alamgeer, H. (2024). Influence of L1 on the academic writing skills of undergraduate students of English: A case study of Thal University Bhakkar. Journal of Development and Social Sciences, 5(1), 15-25. https://doi.org/10.47205/jdss.2024(5-i)02
Hyland, K. 2007. Genre pedagogy: Language, literacy and L2 writing instruction. Journal of Second Language Writing, 16, 148-164. https://doi.org/10.1016/j.jslw.2007.07.005
Hyland, K. (2003). Writing and teaching writing. Second Language Writing, 1(2), 1-30. https://doi.org/10.1017/cbo9780511667251.004
Jiang, F. K., & Hyland, K. (2025). Rhetorical distinctions: Comparing metadiscourse in essays by ChatGPT and students. English for Specific Purposes, 79, 17-29. https://doi.org/10.1016/j.esp.2025.03.001
Kasneci, E., Seßler, K., Küchemann, S., Bannert, M., Dementieva, D., Fischer, F. ... & Kasneci, G. (2023). ChatGPT for good? On opportunities and challenges of large language models for education. Learning and Individual Differences, 103, 1-13. https://doi.org/10.35542/osf.io/5er8f
Kramar, N., Bedrych, Y., & Shelkovnikova, Z. (2024). Ukrainian PhD students’ attitudes toward AI language processing tools in the context of English for academic purposes. Advanced Education, 12(24), 41–57. https://doi.org/10.20535/2410-8286.305061
Lin, Z. (2023). Why and how to embrace AI such as ChatGPT in your academic life. Royal Society Open Science, 10(8), 1-11. https://doi.org/10.31234/osf.io/sdx3j
Lin, L. H., & Morrison, B. (2021). Challenges in academic writing: Perspectives of engineering faculty and L2 postgraduate research students. English for Specific Purposes, 63, 59-70. https://doi.org/10.1016/j.esp.2021.03.004
Lin, M. P. C., & Chang, D. (2020). Enhancing post-secondary writers’ writing skills with a chatbot. Journal of Educational Technology & Society, 23(1), 78-92. https://www.jstor.org/stable/26915408
Liu, Y., Park, J., & McMinn, S. (2024). Using generative artificial intelligence/ChatGPT for academic communication: Students' perspectives. International Journal of Applied Linguistics, 34(4), 1437-1461. https://doi.org/10.1111/ijal.12574
Malik, A. R., Pratiwi, Y., Andajani, K., Numertayasa, I. W., Suharti, S., & Darwis, A. (2023). Exploring artificial intelligence in academic essay: Higher education students’ perspective. International Journal of Educational Research Open, 5, 100296. https://doi.org/10.1016/j.ijedro.2023.100296
Markey, B., Brown, D. W., Laudenbach, M., & Kohler, A. (2024). Dense and disconnected: Analysing the sedimented style of ChatGPT-generated text at scale. Written Communication, 41(4), 571–600. https://doi.org/10.1177/0741088324123528
Milton, C., Lokesh, V., & Thiruvengadam, G. (2024). Examining the impact of AI-powered writing tools on independent writing skills of health science graduates. Advanced Education, 25, 143-161. https://doi.org/10.20535/2410-8286.315068
Mudawy, A. M. A. & Mousa, A. A. E. (2017). Academic writing among Saudi university students: Problems and solutions. International Journal of Science and Research (IJSR), 6(5), 1-4.
Nguyen, A., Kremantzis, M., Essien, A., Petrounias, I., & Hosseini, S. (2024). Enhancing student engagement through artificial intelligence (AI): Understanding the basics, opportunities, and challenges. Journal of University Teaching and Learning Practice, 21(6), 1-13. https://doi.org/10.53761/caraaq92
Omodan, B. I., & Marongwe, N. (2024).The role of artificial intelligence in decolonising academic writing for inclusive knowledge production. Interdisciplinary Journal of Education Research, 6(s1), 1-14. https://doi.org/10.38140/ijer-2024.vol6.s1.06
Ou, A. W., Khuder, B., Franzetti, S., & Negretti, R. (2024). Conceptualising and cultivating Critical GAI Literacy in doctoral academic writing. Journal of Second Language Writing, 66, 101156. https://doi.org/10.1016/j.jslw.2024.101156
Oubibi, M., Hryshayeva, K., & Huang, R. (2025). Enhancing postgraduate digital academic writing proficiency: The interplay of artificial intelligence tools and ChatGPT. Interactive Learning Environments, 1–19. https://doi.org/10.1080/10494820.2025.2454445
Usher, M., & Amzalag, M. (2025). From prompt to polished: Exploring student–Chatbot interactions for academic writing assistance. Education Sciences, 15(3), 329. https://doi.org/10.3390/educsci15030329
Pham, M. T., Raji?, A., Greig, J. D., Sargeant, J. M., Papadopoulos, A., & McEwen, S. A. (2014). A scoping review of scoping reviews: Advancing the approach and enhancing the consistency. Research Synthesis Methods, 5(4), 371–385. https://doi.org/10.1002/jrsm.1123
Qawqzeh, Y. (2024). Exploring the influence of student interaction with ChatGPT on critical thinking, problem solving, and creativity. International Journal of Information and Education Technology, 14(4), 596-601. https://doi.org/10.18178/ijiet.2024.14.4.2082
Qi, F., & Li, X. (2023). Exploring AI-assisted teacher support mechanism for university students' learning engagement. Journal of Roi Kaensarn Academi, 8(11), 669-683. https://so02.tci-thaijo.org/index.php/JRKSA/article/view/266131
Roe, J., Renandya, W. A., & Jacobs, G. M. (2023). A review of AI-powered writing tools and their implications for academic integrity in the language classroom. Journal of English and Applied Linguistics, 2(1), 22-30. https://doi.org/10.59588/2961-3094.1035
Shen, Y., & Chen, L. (2025). ‘Critical chatting’ or ‘casual cheating’: How graduate EFL students utilize ChatGPT for academic writing. Computer Assisted Language Learning, 1-29. https://doi.org/10.1080/09588221.2025.2479141
Song, C., & Song, Y. (2023). Enhancing academic writing skills and motivation: assessing the efficacy of ChatGPT in AI-assisted language learning for EFL students. Frontiers in Psychology, 14, 1-14. https://doi.org/10.3389/fpsyg.2023.1260843
Storey, V. A. (2023). AI technology and academic writing: Knowing and mastering the “craft skills”. International Journal of Adult Education and Technology (IJAET), 14(1), 1-15. https://doi.org/10.4018/ijaet.325795
Thompson, P. (2025). Thesis and dissertation writing. The handbook of English for specific purposes, 403-419. https://doi.org/10.1002/9781119985068.ch21
Tricco, A. C., Lillie, E., Zarin, W., O'Brien, K. K., Colquhoun, H., Levac, D., & Straus, S. E. (2018). PRISMA extension for scoping reviews (PRISMA-ScR): checklist and explanation. Ann als of Internal medicine, 169(7), 467-473. https://doi.org/10.7326/m18-0850
Warschauer, M., Tseng, W., Yim, S., Webster, T., Jacob, S., Du, Q., & Tate, T. (2023). The affordances and contradictions of AI-generated text for writers of English as a second or foreign language. Journal of Second Language Writing, 62, 1-24. https://doi.org/10.1016/j.jslw.2023.101071
Yang, L., & Li, R. (2024). ChatGPT for L2 learning: Current status and implications. System, 124, 1-14. https://doi.org/10.1016/j.system.2024.103351
Zhang, W., & An, S. (2025). Voice of the insiders: Graduate students’ perceptions of the application of ChatGPT in an EAP context. Journal of Language Teaching and Research. 16(2), 684-693. https://doi.org/10.2139/ssrn.4903209
Zhang, L., & Wu, Z. (2024). Enhancing postgraduate academic writing skills through course reform: An action research study. Social Education Research, 5(2), 217-233. https://doi.org/10.37256/ser.5220244202
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Admire Mhindu, Boitumelo Tiny Ramoroka, Beauty Boikanyo Ntereke, Brigid Goitse Conteh
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
All articles published by IJLTER are licensed under a Creative Commons Attribution Non-Commercial No-Derivatives 4.0 International License (CCBY-NC-ND4.0).
