Integrating Generative AI for Enhancing Students’ L2 Writing Literacy in a Bilingual Program

Abstract

The application of Generative Artificial Intelligence (GAI) tools has become increasingly prevalent in fostering L2 writing proficiency within bilingual education programmes. By providing immediate feedback and tailored support, GAI reshapes the writing process, offering novel opportunities for skill development while simultaneously raising issues regarding ethical use and potential dependency. The purpose of this study is to examine the contribution of GAI to the enhancement of L2 writing proficiency, to analyse its pedagogical integration in bilingual classrooms, and to highlight both the opportunities and challenges associated with its use in such educational contexts. A qualitative systematic review of the literature was undertaken, drawing on peer-reviewed studies published after 2020 and sourced from databases including JSTOR, Web of Science, and Google Scholar. The selection process followed the PRISMA framework to ensure rigour and reliability. Findings suggest that GAI tools play a significant role in improving L2 writing proficiency by delivering personalised guidance and fostering learner engagement. However, concerns persist regarding excessive reliance on these tools, issues of academic integrity, and the importance of employing balanced pedagogical strategies to achieve effective integration. GAI demonstrates considerable potential for advancing L2 writing proficiency within bilingual education. Nonetheless, its integration must be carefully managed to mitigate ethical risks, reduce dependency, and ensure that AI serves as a complement to, rather than a replacement for, conventional instructional approaches.