In the long run, future studies might consider

The gap

Evidence profile

Stated in the limitations and future work and inline gaps sections of the source papers, classified as general, spanning 4 journals.

Supporting evidence — 4 representative gaps

• Adopt, adapt, or reject? Analysing student-AI interaction in university curriculum-aligned writing tasks (2026) · Applied Language Sciences · doi

  This pilot study has several limitations. Using a single learner constrains the generalisability of the findings. Nonetheless, it demonstrates that analysing AI-interaction logs can yield valuable pedagogical insights for academic writing instruction. Although triangulation between the case and survey data provided useful contextual insights, larger-scale interventions are needed to determine whether these patterns hold across diverse learners and contexts. Future research should involve larger cohorts to allow Lee et al., Applied Language Sciences, 2026 Page 7 of 10 systematic comparison of outcomes and measure the influences of AI interactions on writing performance through controlled designs to robustly evaluate effectiveness.

  generalstated in limitationsevidence 5/5
  Keywords: insights writing larger pilot several limitations using single learner constrains generalisability nonetheless demonstrates analysing interaction
• A Pilot Study of Sentence Writing Instruction for a First Grader with a Learning Disability (2026) · Early Childhood Education Journal · doi

  Future studies of this intervention should use a more robust design like multiple probe across participants to assess its effectiveness for multiple students. A more diverse partic- ipant sample would also broaden results as students with different language or cultural backgrounds may respond differently to the current intervention or require different adaptations to capture writing growth. Including transcrip- tion instruction in tandem with sentence writing instruction could produce greater growth in sentence length and com- plexity as transcription constrains composition, especially for young writers (Quinn & Rohloff, 2025). Instruction in sentence writing can improve the length, accuracy, and complexity of sentences for elementary grade students with disabilities (Datchuk & Dembek, 2018). Explicitly teaching parts of a sentence, self-monitoring skills, and providing ample practice opportunities is critical for building foundational writing skills that enable students to write connected text. While a robust writing program should address all areas of writing and written language, it is possible to effect change in mechanics over a relatively brief period of time. Supplementary Information The online version contains supplementary material available at h t t p s : / / d o i . o r g / 1 0 . 1 0 0 7 / s 1 0 6 4 3 - 0 2 6 - 0 2 2 0 7 - 7. Funding This work was funded by a grant from the U.S. Department of Education Institute of Education Sciences Research Training Pro- gram in Special Education: Early Career Development and Mentoring (R324B230030) awarded to the author.

  generalstated in future workevidence 5/5
  Keywords: writing students sentence instruction education intervention robust multiple different language growth length skills supplementary future
• Investigation of Students' Perceptions of the Use of Artificial Intelligence in Writing Assignments (2026) · British Journal of Applied Linguistics · doi

  Several limitations must be considered. First, the examined sample is small, potentially affecting generalisability of results. Second, the study focuses exclusively on English language students and instructors in higher education; students with other specialisations and instructors from other majors are outside the scope of this research. Third, the impact of utilising AI technology may differ for students with limited English language proficiency. Finally, the study does not account for other AI assistant writing tools that may offer additional writing-related techniques not reported here.

  generalstated in limitationsevidence 5/5
  Keywords: students english language instructors writing several limitations must considered first examined sample small potentially affecting
• Exploring the relationship between syntactic complexity, error types, and pedagogical implications in advanced writing: A quantitative analysis (2026) · Reading & Writing · doi

  In the long run, future studies might consider the possibilities of having direct interventions for the reduction of noun and form error rates, and the effect on the syntactic complexity that might be taken along the way; thus, these would be the factors that very indirectly still support advanced writing proficiency development.

  generalstated in inline gapsevidence 5/5
  Keywords: long future consider possibilities having direct interventions reduction noun form error rates effect syntactic complexity

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