L’INTELLIGENZA ARTIFICIALE GENERATIVA A SUPPORTO DELLE ABILITÀ DI SCRITTURA IN L2/LS NEL CONTESTO UNIVERSITARIO: UNA SCOPING REVIEW
DOI:
https://doi.org/10.54103/2037-3597/30460Abstract
The role of Generative Artificial Intelligence in developing L2/FL writing skills in higher education: A scoping review
Writing in a second or foreign language (L2/FL) is among the most complex skills to acquire, as it requires the integrated development of linguistic, cognitive and metacognitive competencies. The advent of Generative Artificial Intelligence (GAI) has brought innovative opportunities for language learning and teaching, although the integration of GAI-based technologies in instructional settings and their impact on language learning are still under investigation. This scoping review aims to explore the current research landscape on the use of GAI-based chatbots to support L2/FL writing skills in higher education, in order to map emerging trends, educational practices, and the pedagogical role of GAI in fostering writing skills. A final corpus of 35 empirical studies published between 2022 and 2025 was selected and analyzed through a systematic review process. The findings reveal a rapidly expanding research field, characterized by heterogenous geographical distribution and variability in terms of methodological approaches and theoretical frameworks. GAI-based technologies emerge as potential educational tools, acting as virtual assistant and communicative partners in L2/FL writing; however, its use remains predominantly focused on grammatical and lexical evaluation, thus liming its full pedagogical development.
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