Sustaining ESL Writing Development with AI-Driven Automated Feedback Systems: A Systematic Review (2006–2025)

The growing use of AI-driven feedback tools in ESL writing instruction has sparked considerable interest in recent years. This literature review explores how effective grammar checkers and paraphrasing tools are in supporting ESL learners’ writing proficiency. Using the PRISMA methodology, 107 studies were identified from Web of Science, Scopus, and ERIC, with 25 meeting the inclusion criteria. The findings indicate that while AI-driven grammar checkers improve grammatical accuracy and provide real-time corrective feedback, they are limited in addressing coherence, argument development, and critical thinking in writing. Similarly, paraphrasing tools support lexical variation and sentence restructuring but may contribute to semantic distortions and over-reliance among learners. The study also looks into how these tools impact teaching practices, emphasizing the importance of blending AI feedback with support and guidance from teachers. This review underscores the importance of future research in developing more advanced AI feedback systems capable of addressing higher-order writing skills.