ChatGPT and student engagement in L2 writing: a systematic review towards a ChatGPT-enabled smart learning environment framework

A systematic review published in Frontiers in Education examines the role of ChatGPT in second language (L2) writing within higher education, specifically assessing its impact on behavioural, cognitive, and affective student engagement. The review identifies that while ChatGPT aids learners in brainstorming, feedback acquisition, and text revision, its pedagogical efficacy is double-edged and heavily moderated by learner traits, instructional task design, feedback quality, and teacher oversight. Due to truncation of the source text, specific behavioural findings remain incomplete.

The unguided adoption of generative AI in academic writing creates operational risks of cognitive and behavioural student disengagement. Establishing whether and how AI tools advance educational goals is necessary to justify their integration into institutional learning environments. Without deliberate pedagogical architecture and educator intervention, technology deployment risks degrading student learning outcomes rather than enhancing them.

ChatGPT is increasingly embedded in higher education L2 writing for brainstorming, feedback generation, and drafting revisions.

Forward consideration, not a verified fact.