Adoption of Generative Artificial Intelligence in L2 Graduate Academic Writing in Higher Education: A Scoping Review of Current Status and Implications

Abstract

Recently, there has been growing research interest in the integration of generative artificial intelligence (GenAI) in educational contexts, particularly in academic writing. In multilingual contexts where students struggle with the complexities of academic writing, particularly at the graduate level, the adoption of GenAI may play a critical role in supporting graduate academic writing. This study aimed to conduct a scoping review to determine the benefits, challenges, concerns, and research gaps associated with GenAI adoption in L2 graduate academic writing within higher education. Articles that described the adoption of GenAI in L2 Graduate academic writing were searched across four databases: Scopus, Web of Science, Google Scholar, and EBSCOhost. Articles that were not specific to L2 graduate academic writing, not empirical studies and not written in English were excluded. Eight empirical studies (2024-2025) that focused on L2 graduate academic writing were selected for the review. The results revealed that all eight studies reported notable improvements in students’ academic writing, including enhanced grammar, spelling, coherence, and writing style. Tools such as Grammarly and ChatGPT were found to be particularly beneficial for non?native English?speaking graduate students. However, the review also identified key challenges including ethical concerns and the risk of over-reliance on GenAI-generated content. Overall, the review concludes that while GenAI tools show strong potential for enhancing L2 graduate academic writing skills, further research and policy development are needed to guide responsible and effective integration of GenAI within universities.

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