The Influence of AI Writing Tools on Students’ Self-Efficacy in Academic Writing: A Systematic Literature Review

Chinta Shaqila, Ilham Ilham

Abstract


Abstract: This study explores the influence of AI writing tools (AIWTs) on students’ self-efficacy in academic writing through a systematic literature review of studies published between 2015 and 2025. Drawing from a variety of databases, this review identifies key patterns, benefits, and concerns related to the use of tools such as ChatGPT, Quillbot, and Grammarly. The findings indicate that AIWTs enhance students’ confidence, motivation, and writing competence by providing real-time feedback and improving grammar, coherence, and content structure. However, the review also highlights challenges, including the risk of over-dependence, reduced critical thinking, and concerns over academic integrity. Students generally perceive AIWTs as helpful, yet remain cautious about their long-term implications. This study contributes to the understanding of AI’s pedagogical potential and emphasizes the importance of responsible integration to foster both technological support and independent skill development. Recommendations for future research and educational practice are discussed.

Keywords


AI Writing Tools; ChatGPT; Self-Efficacy; Academic Writing; Systematic Literature Review

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References


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