EFL Learners' Preferences and Needs for AI Writing Tools: A Systematic Literature Review


Authors

(1) * Muh. Kusni Mubarok   (Unviersitas Negeri Malang)  
        Indonesia
(2)  Lindu Wahyu Prastiyo   (Universitas Negeri Malang)  
        Indonesia
(*) Corresponding Author

Abstract


This Systematic Literature Review (SLR) aims to examine the preferences and perceived requirements of EFL/ESL students in managing the coexistence of Traditional AI (such as Grammarly) and Generative AI (such as ChatGPT) for academic writing purposes. Following the PRISMA protocol, 25 eligible empirical studies published between 2020 and 2025 were synthesized, with data identified from the Springer, ScienceDirect, and Taylor & Francis databases. The analysis employed a narrative thematic synthesis approach guided by abductive logic. The findings indicate that student preferences are driven by a "discriminative-functional" strategy, where Traditional AI is used for surface-level linguistic editing, while Generative AI is adopted as a cognitive "co-creator" and an emotional support to mitigate academic anxiety. Although the instrumental utility of AI is perceived to be high, a "metacognitive paradox" arises where over-reliance may hinder independent thinking. These results suggest that EFL learners require a hybrid pedagogical framework that balances mechanical accuracy with creative co-creation. This study provides evidence-based recommendations for ELT institutions to prioritize AI literacy and ethical accountability to ensure that dual-AI technologies empower rather than undermine learner autonomy.



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