Exploring the Dual Edges of ChatGPT in Academic Writing Pedagogy

Abstract

This study critically examines the integration of ChatGPT into academic writing pedagogy through a systematic review of 19 peer-reviewed articles published between 2023 and 2024. It aims to (1) examine the pedagogical benefits of ChatGPT in academic writing instruction, (2) identify the limitations and challenges of AI-assisted writing, and (3) assess the impact of ChatGPT’s use across different educational settings. Drawing on constructivist, sociocultural, and cognitive load theories, this review categorizes the findings into three main themes: pedagogical benefits (e.g., personalized feedback, conceptual understanding, and idea generation), pedagogical challenges (e.g., academic integrity risks, misinformation, and learner dependency), and practical applications in classroom contexts. The analysis reveals that while ChatGPT offers promising support for student engagement and skill development, it also presents significant ethical and instructional concerns. This study recommends a balanced and critically informed approach to integrating ChatGPT in writing pedagogy, emphasizing ethical use, educator involvement, and future research into long-term impacts and equity in access.