Abstract
The rapid development of Artificial Intelligence (AI) technology has brought significant changes in various fields of education, including in the context of English Language Teaching (ELT). One of the areas that has undergone considerable transformation is the learning of writing skills, where various AI-based devices are starting to be used to support the learning process of students. Although a number of studies have addressed the use of AI in English writing instruction, studies that systematically integrate and analyze these findings are still relatively limited. The study came with a Systematic Literature Review (SLR) to identify the latest research developments, explore pedagogical impacts, as well as examine the various challenges that arise in the application of AI technology to improve the writing skills of students learning English as foreign language (EFL). This study was prepared with reference to the PRISMA guidelines to ensure that the process of searching, selection, and analyzing literature is carried out systematically and transparently. Data sources are obtained from academic databases including ERIC, ScienceDirect, and Google Scholar via Publish or Perish, focusing on peer-reviewed articles published between 2021 and 2026. The synthesis of the literature reveals that research predominantly focuses on generative AI to assist students in drafting, improving linguistic quality, and obtaining immediate, personalized automated feedback. However, implementation faces critical challenges, including academic integrity issues, technological over-reliance, and students' varying digital literacy levels. Consequently, these findings bear significant implications for EFL pedagogy; they underscore the urgent need for a balanced framework where AI tools serve as scaffolding rather than a replacement for cognitive engagement. Ultimately, this review offers actionable strategies for educators to design responsible, AI-assisted writing activities that safeguard students' critical thinking and deep learning.