A Review of Studies on Teaching and Writing in English as A Foreign Language (2010–2025): Trends, Methods, And Challenges
TL;DR
An updated overview of EFL writing pedagogy is provided, which will be useful for researchers, teachers, educators, and curriculum designers working on development of instructions for modern educational context, keeping in mind the pedagogical rigor.
Abstract
From 2010 to 2025, many studies have been published on teaching and writing English as a Foreign Language (EFL). The current literature lacks the integration of the recent empirical evidence such as hybrid feedback models, online collaboration, and AI-assisted instructions, highlighting a critical gap for understanding EFL pedagogy in era of current transformation. This study reviewed articles published between 2010 and 2025 in peer-reviewed journals. Articles were retrieved from different databases such as Web of Science, Scopus, and ERIC. A systematic review framework has been developed. In addition, bibliometric analysis was conducted using VOSviewer and CiteSpace to map publication trends, keyword co-occurrence, and thematic evolution across the period. The results showed an increase in publications related to AI- assisted writing instruction and digital feedback practices since 2022. Although post-2021 research shows that online collaborative writing and feedback models enhance learners’ involvement and engagement when used appropriately, Process-oriented and genre-based approaches also remain impactful. This review provides an updated overview of EFL writing pedagogy, which will be useful for researchers, teachers, educators, and curriculum designers working on development of instructions for modern educational context, keeping in mind the pedagogical rigor.