ChatGPT in EFL academic writing instruction in Asian higher education: A scoping review

Abstract

ChatGPT is increasingly being used to support English as a Foreign Language (EFL) academic writing in higher education, yet evidence on its role in Asian university instruction remains fragmented. This scoping review maps empirical studies on ChatGPT in EFL academic writing instruction in Asian higher education, focusing on pedagogical uses, reported outcomes and ethical concerns. Methods Following Arksey and O'Malley's framework and PRISMA‐ScR guidance, the review searched five databases for peer‐reviewed English‐language studies published between 2020 and 2025. Two reviewers independently screened and charted the studies, and findings were synthesised thematically through the PAGER framework. Twenty‐seven studies were included. ChatGPT was primarily used for pre‐writing, revision and feedback. Reported benefits included stronger writing quality, greater learner autonomy, improved motivation and reduced anxiety. Common concerns included overreliance, inaccurate or culturally biased feedback, uncertainty surrounding academic integrity and unequal access to AI technologies. ChatGPT can be a useful scaffold for EFL academic writing, but its value depends on guided integration, critical AI literacy and context‐sensitive policy. The findings support staged AI‐assisted writing activities for EFL instructors, curriculum and assessment designs that promote critical AI literacy and responsible AI use, and institutional policies that provide clear guidance, educator professional development and equitable access to AI technologies. Further longitudinal, comparative and theory‐informed research is needed to evaluate the long‐term effectiveness of these approaches.

Rationale for this study: Empirical evidence on ChatGPT for EFL academic writing in Asian higher education remains fragmented, limiting understanding of effective pedagogical practices and associated challenges.

Why the new findings matter: This review identifies how ChatGPT is currently used, its reported benefits and the conditions needed for responsible and effective implementation.

Implications for practitioners, institutional leaders and researchers: The findings support integrating ChatGPT as a scaffold rather than a replacement for writing instruction. EFL instructors should adopt structured AI‐supported writing activities that promote critical AI literacy and independent writing. Higher education institutions should develop clear AI policies, redesign assessment to emphasise writing processes and responsible AI use and provide professional development for educators. Researchers should prioritise longitudinal, comparative and theory‐informed studies to strengthen the evidence base for AI‐supported academic writing.