GENERATIVE AI IN EFL ACADEMIC WRITING: A CRITICAL REVIEW AND IMPLICATIONS FOR HIGHER EDUCATION IN UZBEKISTAN

Generative artificial intelligence (GenAI) is increasingly used to support academic writing in English as a Foreign Language (EFL) education. This focused narrative review critically examines selected empirical studies, research syntheses, and institutional guidance published between 2023 and 2026. It distinguishes improvements in AI-assisted texts from evidence of lasting, independent writing competence and considers feedback, critical thinking, learner autonomy, and academic integrity. The discussion incorporates emerging research from Uzbekistan while acknowledging the limited generalizability of individual institutional studies. The synthesis suggests that AI feedback can support revision when students critically evaluate suggestions, verify sources, and retain responsibility for their writing. As a conceptual contribution, the article proposes a five-stage instructional framework comprising independent planning, targeted AI assistance, critical evaluation, student-led revision, and reflection. The framework has not been empirically tested. The article concludes by identifying priorities for responsible classroom implementation and future research in Uzbek higher education.