Artificial intelligence (AI) has become an increasingly influential technology in education, offering new opportunities to support the development of writing skills. This literature review examines the major strategies, benefits, and challenges associated with the use of AI for enhancing writing skills. The review highlights several AI-based strategies, including automated writing feedback, grammar and language correction, idea generation, planning, drafting, revision, personalized learning, and vocabulary development. AI-powered tools can provide immediate and individualized feedback, enabling learners to identify errors, revise their work, and engage more actively in the writing process. These technologies may also promote learner autonomy, motivation, accessibility, and continuous opportunities for writing practice. However, the increasing use of AI, particularly generative AI, presents important challenges. These include overreliance on technology, academic integrity and authorship concerns, inaccurate or inappropriate feedback, reduced critical thinking and creativity, algorithmic bias, privacy issues, unequal access, and insufficient digital and AI literacy. The review emphasizes that the effectiveness of AI in writing education depends on its pedagogical integration and the continued guidance of teachers. AI should therefore function as a complementary tool rather than a replacement for human instruction or independent learner effort. The paper concludes that balanced, ethical, and pedagogically informed AI integration can contribute meaningfully to writing development while preserving learner autonomy, critical thinking, creativity, and academic integrity.
Sara A. Alameen, Mohammed Soliman· Comprehensive Journal of Sci...· 0 citations
This literature review examines digital competence among English as a Foreign Language teachers (EFL), focusing on its conceptual foundations, challenges, developmental needs, improvement strategies, and changing teacher roles in digital education. The review highlights that digital competence extends beyond basic technical skills to include the ability to select, evaluate, create, and integrate digital technologies effectively, critically, ethically, and pedagogically. The literature identifies several factors that may hinder EFL teachers’ digital competence, including limited technological knowledge, insufficient professional training, low confidence, inadequate infrastructure, time constraints, difficulties in integrating technology with language pedagogy, and the rapid development of emerging technologies. The increasing use of artificial intelligence has further expanded teachers’ professional responsibilities and created new needs related to AI literacy, ethical awareness, data privacy, and academic integrity. The review also emphasizes that EFL teachers increasingly function as learning facilitators, designers of digital learning experiences, managers of online environments, digital assessors, and guides for responsible technology use. To address existing challenges, the study recommends continuous professional development, EFL-specific digital training, practical experience, collaborative learning, reflective practice, AI literacy, and strong institutional support. Overall, digital competence should be viewed as a continuous process of professional growth that enables EFL teachers to adapt to technological change and enhance language teaching and learning in contemporary educational contexts across diverse educational settings.
Sara A. Alameen, Mohammed Soliman· Al-Farooq Journal of Science...· 0 citations
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