Automated writing evaluation and generative AI in Indonesian EFL Writing: A systematic review of effects, engagement, and pedagogical implications
DOI:
https://doi.org/10.30762/jeels.v13i2.7694Keywords:
Automated Writing Evaluation, Generative AI, EFL Writing, Feedback Literacy, Systematic Literature ReviewAbstract
Asynchronous writing evaluation (AWE) and generative artificial intelligence (AI)-based writing tools are increasingly used in EFL writing classes, yet little is known about their application in under-researched contexts such as Indonesia. This systematic review describes the effects, learner engagement, perceptions, challenges, and educational implications of AWE and AI-based writing tools within Indonesian EFL contexts, highlighting the current state of the field and research gaps. This systematic literature review adhered to the PRISMA 2020 guidelines. Fourteen studies were included, covering the years 2020 to 2025. Directional synthesis with design-strength weighting enabled the integration of quantitative, qualitative, and mixed-methods studies, as meta-analysis was precluded by reporting heterogeneity. The meta-synthesis results suggest that AWE (and other AI-based tools) can improve students' surface-level writing accuracy and revision speed in short writing tasks. There is some evidence that AWE can improve higher-order writing skills, but only when AWE is accompanied by instruction. AWE's effects are mediated by feedback and prompt literacy. Academic integrity and access equity issues are identified, and the review challenges the notion that automated feedback alone is sufficient for holistic writing development. Pedagogical mediation is recognized as a key factor for Indonesian EFL contexts.
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