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Generative AI-Assisted Academic Writing in Higher Education EFL Contexts: A Critical Review of Learning Outcomes, Self-Regulated Learning, and Ethical Governance

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  • Mohan Li

    (Undergraduate Student, Foreign Studies College, Hunan Normal University, Changsha, China)

Abstract

GenAI’s rapid proliferation has reshaped EFL academic writing, yet research remains fragmented. This review synthesizes 24 publications (2022–2026) on learning outcomes, self-regulated learning (SRL), and ethical governance. Three findings emerge: (1) positive effects on surface-level writing are confirmed but moderated by intervention duration, task complexity, learner proficiency, and evaluation methods; (2) GenAI’s impact on SRL depends on its role as a scaffold versus a substitute for learner agency, as illuminated by TAM, SCT, and SRL; (3) ethical governance is shifting from plagiarism policing to proactive AI literacy. Gaps persist in longitudinal and process-oriented designs, representation of underserved groups, and theory-driven pedagogy. The review argues that GenAI’s value cannot be judged by writing products alone but requires understanding the interplay among cognition, autonomy, and regulation. An ecologically-informed research agenda is proposed.

Suggested Citation

  • Mohan Li, 2026. "Generative AI-Assisted Academic Writing in Higher Education EFL Contexts: A Critical Review of Learning Outcomes, Self-Regulated Learning, and Ethical Governance," Journal of English Language Teaching and Applied Linguistics, Al-Kindi Center for Research and Development, vol. 8(9), pages 01-11, August.
    • Handle: RePEc:alk:jeltal:v:8:y:2026:i:9:id:13232
    DOI: 10.32996/jeltal.2026.8.9.1
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