The study proposes the implementation of the Mediated AI-Pedagogy Cycle, which positions educators as mediating agents between AI affordances and learner development, and contributes a pedagogically grounded framework for integrating AI into higher education language instruction.
Abstract
Artificial intelligence (AI) is increasingly shaping higher education, particularly in the development of academic writing and speaking skills. While AI tools offer immediate feedback and personalized learning opportunities, existing research often focuses on their effectiveness without fully addressing their pedagogical and ethical implications. This creates a need for a more critically informed understanding of how AI influences language learning. This study examines the role of artificial intelligence (AI) in enhancing both academic writing and speaking skills in higher education through a systematic review of recent empirical studies. Drawing on 109 studies published between 2022 and 2025, the review adopts PRISMA guidelines to identify trends in the use of these tools. The findings indicate significant benefits, including increased learner engagement, improved linguistic accuracy, and immediate individualized feedback. These benefits include lexical development, structural coherence, improved pronunciation, and increased learner confidence through iterative practices. However, the review also identifies critical challenges, including risks of overreliance, reduced learner autonomy, and concerns related to linguistic bias. To address these concerns, the study proposes the implementation of the Mediated AI-Pedagogy Cycle, which positions educators as mediating agents between AI affordances and learner development. The study contributes a pedagogically grounded framework for integrating AI into higher education language instruction.
Across the reviewed studies, generative AI was found to enhance language learning through personalized feedback, increased learner autonomy, and greater learning engagement, but concerns regarding academic integrity, AI literacy, ethical issues, and institutional readiness remain significant challenges to its sustainable implementation.
N. H. Hong Nhung· International journal of soc...· 0 citations
This study systematically reviews the current evidence on AI in academic writing using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA 2020) guidelines and contributes a comprehensive synthesis of current research by integrating pedagogical, assessment, and human perspectives through the TPACK, assessment, and Technology Acceptance Model frameworks.
Saidatul Akmar Zainal Abidin, Noor Hanim binti Rahmat· International journal of res...· 0 citations
It is suggested that AI can enhance drafting, revision, and feedback processes, improving coherence, metacognition, and writing confidence, however, these benefits are accompanied by persistent concerns regarding ethical ambiguity, inconsistent policy guidance, and insufficient faculty training.
Samira Dichari, Fadi Jaber· Journal of Education and Tra...· 0 citations
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
It is proposed that mathematical literacy in the AI era should extend beyond traditional competencies to include the ability to critically evaluate AI-generated outputs, identify algorithmic limitations, and use AI responsibly a construct this review tentatively terms Mathematical AI Literacy.
Andi Mangaraja, D. Hasibuan, Ramadhan Herianto et al.· Mathline : Jurnal Matematika...· 0 citations
It is argued that the thoughtful integration of AI feedback with teacher feedback, grounded in pedagogical principles and human judgment, can significantly enhance L2 writing instruction.
O. Jamoom, Saaid Ali Omar· Comprehensive Journal of Sci...· 0 citations
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