It sheds light on the challenges and opportunities they

The gap

Evidence profile

Sourced from the future work and abstract of the source papers, classified as general, drawn from work published between 2025 and 2026, spanning 3 journals. Those papers have been cited 3 times in total.

Supporting evidence — 3 representative gaps

• A conceptual analysis: generative artificial intelligence literacy in English as a foreign language writing (2026) · Frontiers in Psychology · doi

  This conceptual analysis investigates relevant literature on (Gen)AI literacy in EFL/L2 writing, clarifying conceptualizations of AI literacy, especially criticality of GenAI literacy. It concludes that GenAI literacy in EFL writing is not only basic understanding and technical skills of using GenAI, but also critical evaluation and ethical consideration about GenAI tools and outputs. It is argued that criticality, as the core of GenAI literacy, facilitates the increasing EFL writers’ autonomy and agency amidst prevalence of GenAI in education. The analysis also traces the development of literacy theories from cognitive perspectives to sociocultural perspectives. Accordingly, theories of AI literacy encompass affective, cognitive, behavioral and ethical perspectives, reflecting the nature of AI socially-constructed competences. Specifically, the analysis synthesizes theoretical frameworks of (Gen)AI literacy in EFL/L2 writing, illustrating intention, application, five key dimensions: understanding, evaluation and ethics. For practical significance, the analysis also explores pedagogical implications of GenAI literacy for EFL writing.

  generalfuture workevidence 5/5
  Keywords: literacy genai writing perspectives criticality understanding evaluation ethical theories cognitive conceptual investigates relevant literature clarifying
• Unlocking Potential: Saudi EFL Male Students’ Perspectives on AI Tools for Enhancing English Writing Proficiency (2025) · Arab World English Journal · cited 3× · doi

  It sheds light on the challenges and opportunities they face when using Artificial Intelligence-powered writing tools by conducting the main research question: What are the Saudi EFL male students’ views on how AI tools affect their writing skills? Despite the growing integration of artificial intelligence in education, limited research has focused on its application in the context of Saudi EFL.

  generalabstractevidence 5/5
  Keywords: artificial intelligence writing tools saudi sheds light challenges opportunities face using powered conducting main question
• Student Perceptions of Generative AI (GenAI) Use in Academic Writing: A Case Study of an EAP Module at XJTLU (2026) · Contemporary Education and Teaching Research · doi

  stages. different Moreover, given their limited exposure to AI, participants may lack the curricular knowledge, frameworks for practical experience, and critical senior engaging students—particularly or AI-related fields—might possess. These factors constrain both the generalizability and depth of the findings. inference. Second, limitations. First, that more those of technical GenAI across those with in Future research should address these limitations by expanding the participant sample. While this research focused exclusively on first-year EAP students with lower language proficiency, subsequent studies could investigate the writing development of students in Years 2 through 4 to explore how the use and perception of GenAI evolve over time. A comparative analysis between STEM and non-STEM majors would also yield valuable insights, potentially revealing how disciplinary differences shape students’ writing strategies and challenges, thereby enabling more tailored and effective EAP instruction.

  generalfuture workevidence 5/5
  Keywords: students limitations first genai writing stem stages different given limited exposure participants lack curricular knowledge

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