A Systematic Review of Generative Artificial Intelligence for Inclusive Second Language Writing in Low‑Resource Contexts
Article Sidebar
Main Article Content
Abstract
Generative artificial intelligence (GAI) is rapidly reshaping second language (L2) writing instruction by providing adaptive tools for feedback, drafting, and linguistic support. Yet little is known about how these technologies promote inclusion, particularly in low-resource settings characterized by digital and socio-economic constraints. This systematic review synthesizes empirical and conceptual studies published between 2019 and 2025 to examine the pedagogical, ethical, and contextual dimensions of GAI in inclusive L2 writing education. Guided by PRISMA 2020, searches across Dimensions.ai, Scopus, ERIC, and Web of Science identified 2,316 records, of which 84 studies met predefined inclusion and MMAT quality criteria. Thematic synthesis using NVivo 14 revealed four domains: (1) accessibility and adaptive scaffolding; (2) pedagogical and linguistic affordances; (3) equity and ethical risks; and (4) implementation barriers in low-resource contexts. Findings indicate that GAI can support differentiated feedback, enhance learner engagement, and expand access to writing support. However, limited infrastructure, linguistic bias, and uneven teacher readiness constrain its equitable impact. The review calls for context-sensitive design, multilingual and locally relevant datasets, and governance frameworks aligned with Sustainable Development Goal 4 to ensure that generative AI strengthens, rather than widens, educational inclusion.
Article Details
References
Akefe, I. O., Adegoke, V. A., Akefe, E., Schweitzer, D., & Bolaji, S. (2025). An innovative approach to medical education: Leveraging generative artificial intelligence to promote inclusion and support for Indigenous students. Trends in Higher Education, 4(3), 1–18. https://doi.org/10.3390/higheredu4030036
Amofa, S., Boateng, R., & Ansong, E. (2025). Bridging the AI inclusion gap: Digital inequities and policy interventions in education. International Journal of Educational Technology and Society, 28(2), 45–62.
Carmona-Galindo, V. D., Ung, H., Zeng, M., Broussard, C., Taranenko, E., Daneshbod, Y., Chappell, D., & Lorenz, T. (2025). Generative AI as a sociotechnical challenge: Inclusive teaching strategies at a Hispanic-serving institution. Knowledge, 5(3), 18. https://doi.org/10.3390/knowledge5030018
Daud, N. A., Abdullah, A. H., & Rahman, N. A. (2025). Systematic review on AI-driven pedagogy in multilingual education. Education and Information Technologies, 30(1), 112–129. https://doi.org/10.1016/j.eat.2025.117002
Deroncele-Acosta, A., García, M., & Cabrera, L. (2025). Systematic approaches to educational AI: Methodological quality and reproducibility. Computers & Education: Artificial Intelligence, 6(2), 100204. https://doi.org/10.1016/j.caeai.2025.100204
García-Carreño, J. (2025). PRISMA applications in AI-assisted learning research: A methodological synthesis. Journal of Educational Review, 77(4), 55–70. https://doi.org/10.1177/00220574211002203
Ghazali, R. C., Abdul Hanid, M. F., Mohamad Said, M. N. H., & Lee, H. Y. (2025). Artificial intelligence (AI) tools and learning strategies for English literacy: A systematic literature review. International Journal of Academic Research in Progressive Education and Development, 14(4), 1–24. https://doi.org/10.6007/ijarped/v14-i4/26661
Kannadhasan, M. (2025). Next-gen language pedagogy: Leveraging generative AI to support inclusive English language learning. International Journal of Teaching, Learning and Education, 4(5), 55–68. https://doi.org/10.22161/ijtle.4.5.7
Leon, C., Lipuma, J., & Oviedo-Torres, X. (2025). Artificial intelligence in STEM education: A transdisciplinary framework for engagement and innovation. Frontiers in Education, 10, 1619888. https://doi.org/10.3389/feduc.2025.1619888
Li, Y., Zhang, L., & Peng, J. (2024). Artificial intelligence and inclusive writing pedagogy: A systematic mapping review. Computers & Education, 213, 105053. https://doi.org/10.1016/j.compedu.2024.105053
Matsieli, M. (2025). Digital equity in the age of generative AI: Pedagogical inclusion in African classrooms. African Journal of Education and ICT, 19(2), 89–107. https://doi.org/10.1108/AJEICT.2025.456
Mimoudi, A. (2025). Generative AI to bridge the educational divide: Personalized learning and challenges. Social Sciences & Humanities Open, 13, 102140. https://doi.org/10.1016/j.ssaho.2025.102140
Navas Bonilla, C., Álvarez, D., & Díaz, P. (2025). Adaptive feedback and learner autonomy in AI-supported second language writing. Language Learning & Technology, 29(3), 85–103. https://doi.org/10.1016/j.llt.2025.100721
Nedungadi, P., Tang, K. Y., & Raman, R. (2024). The transformative power of generative artificial intelligence for achieving the sustainable development goal of quality education. Sustainability, 16(22), 9779. https://doi.org/10.3390/su16229779
Peng, J., & Li, Y. (2025). Frontiers of artificial intelligence for personalized learning in higher education: A systematic review of leading articles. Applied Sciences, 15(18), 10096. https://doi.org/10.3390/app151810096
Ravichandran, R., & Sasikala, P. (2025). Harnessing generative AI in higher education: Opportunities, challenges, and ethical imperatives. Journal of Digital Learning and Education, 5(1), 45–61. https://doi.org/10.52562/jdle.v5i1.1455
Toma, R., & Milner-Bolotin, M. (2025). Systematic review methodologies for AI in education research: Reflections on PRISMA and reproducibility. Computers & Education: Artificial Intelligence, 6(1), 100182. https://doi.org/10.1016/j.caeai.2025.100182
Ulanova, E., Tikhonova, N., & Petrov, S. (2025). Educational data mining and systematic synthesis in AI pedagogy research. Education Sciences, 15(2), 355. https://doi.org/10.3390/educsci1520355