Check for updates
Articles

Generative AI-Assisted Writing in Indonesian Language Education: A Systematic Literature Review of Process Pedagogy, Critical Literacy, and Academic Integrity

Articles
https://doi.org/10.63203/hana.v2i1.606
Zathu Restie Utami
UIN Raden Intan Lampung , Indonesia

Abstract

Generative artificial intelligence (GenAI) has rapidly entered writing classrooms, yet its educational value depends on whether it supports or bypasses the intellectual work of composing. This systematic literature review synthesizes 20 peer-reviewed international journal articles published between 2022 and 2025 to identify how GenAI, educational chatbots, digital multimodal composing, and critical digital literacy can inform Indonesian language education. A transparent search and screening protocol was applied to journal articles concerned with language learning, writing development, feedback, multimodal composition, authorship, equity, and academic integrity. The thematic synthesis produced five findings. First, GenAI can assist brainstorming, genre modelling, language reformulation, and formative feedback, particularly when students remain responsible for planning and revision. Second, process-based designs are more educationally defensible than product substitution because they make decision making and authorship visible. Third, hallucination, bias, privacy, overdependence, and unreliable AI-detection systems require explicit critical AI literacy. Fourth, multimodal and narrative research indicates that technology should strengthen meaning, cultural voice, and audience awareness rather than reward surface polish. Fifth, equitable implementation requires flexible access, teacher mediation, and assessment that values evidence, reflection, and revision history. Based on these findings, the article proposes a five-stage HUMAN-AI writing cycle for Indonesian language classrooms: human grounding, purposeful prompting, evidence checking, authorial reconstruction, and reflective disclosure. The framework positions GenAI as a supervised dialogic resource, not a substitute author.

Keywords

Generative artificial intelligenceIndonesian language educationWriting pedagogyCritical AI literacyAcademic integrity

Author Biography

Zathu Restie Utami , UIN Raden Intan Lampung , Indonesia

How to Cite

Utami, Z. R. (2026). Generative AI-Assisted Writing in Indonesian Language Education: A Systematic Literature Review of Process Pedagogy, Critical Literacy, and Academic Integrity. HANA: Humanities and Academic Narratives in Education, 2(1), 25–38. https://doi.org/10.63203/hana.v2i1.606
Download CitationEndnote/Zotero/Mendeley (RIS)BibTeX

Licensing Information

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

References Total References: 20

  1. Ajabshir, Z. F. (2024). Empowering EFL writing through digital storytelling: A quasi-experimental assessment of CALF measures and multidimensional engagement. Acta Psychologica, 252, 104564. https://doi.org/10.1016/j.actpsy.2024.104564
  2. Chan, C. K. Y., & Hu, W. (2023). Students’ voices on generative AI: Perceptions, benefits, and challenges in higher education. International Journal of Educational Technology in Higher Education, 20, 43. https://doi.org/10.1186/s41239-023-00411-8
  3. Ciğerci, F. M., & Yıldırım, M. (2023). From Freytag pyramid story structure to digital storytelling: Adventures of pre-service teachers as story writers and digital story tellers. Education and Information Technologies. https://doi.org/10.1007/s10639-023-12042-7
  4. Cotton, D. R. E., Cotton, P. A., & Shipway, J. R. (2024). Chatting and cheating: Ensuring academic integrity in the era of ChatGPT. Innovations in Education and Teaching International, 61(2), 228–239. https://doi.org/10.1080/14703297.2023.2190148
  5. Darvin, R., & Hafner, C. A. (2022). Digital literacies in TESOL: Mapping out the terrain. TESOL Quarterly, 56(3), 865–882. https://doi.org/10.1002/tesq.3161
  6. Huang, W., Hew, K. F., & Fryer, L. K. (2022). Chatbots for language learning—Are they really useful? A systematic review of chatbot-supported language learning. Journal of Computer Assisted Learning, 38(1), 237–257. https://doi.org/10.1111/jcal.12610
  7. Jiang, L. G., & Hafner, C. A. (2024). Digital multimodal composing in L2 classrooms: A research agenda. Language Teaching, 58(4), 528–546. https://doi.org/10.1017/S0261444824000107
  8. Kasneci, E., Sessler, K., Küchemann, S., Bannert, M., Dementieva, D., Fischer, F., Gasser, U., Groh, G., Günnemann, S., Hüllermeier, E., Krusche, S., Kutyniok, G., Michaeli, T., Nerdel, C., Pfeffer, J., Poquet, O., Sailer, M., Schmidt, A., Seidel, T., Stadler, M., Weller, J., Kuhn, J., & Kasneci, G. (2023). ChatGPT for good? On opportunities and challenges of large language models for education. Learning and Individual Differences, 103, 102274. https://doi.org/10.1016/j.lindif.2023.102274
  9. Kim, N., Lee, V. W. Y., Mecham, S., & De Costa, P. I. (2025). Problematizing and addressing equity issues in multiliteracies and the use of generative AI: Why critical ethical literacy matters. Pedagogies, 1–14. https://doi.org/10.1080/1554480X.2025.2557481
  10. Kohnke, L., Moorhouse, B. L., & Zou, D. (2023). ChatGPT for language teaching and learning. RELC Journal, 54(2), 537–550. https://doi.org/10.1177/00336882231162868
  11. Kuhail, M. A., Alturki, N., Alramlawi, S., & Alhejori, K. (2023). Interacting with educational chatbots: A systematic review. Education and Information Technologies, 28, 973–1018. https://doi.org/10.1007/s10639-022-11177-3
  12. Liang, W., Yuksekgonul, M., Mao, Y., Wu, E., & Zou, J. (2023). GPT detectors are biased against non-native English writers. Patterns, 4(7), 100779. https://doi.org/10.1016/j.patter.2023.100779
  13. Mahapatra, S. (2024). Impact of ChatGPT on ESL students’ academic writing skills: A mixed methods intervention study. Smart Learning Environments, 11, 9. https://doi.org/10.1186/s40561-024-00295-9
  14. Mogavi, R. H., Deng, C., Kim, J. J., Zhou, P., Kwon, Y. D., Metwally, A. H. S., Tlili, A., Bassanelli, S., Bucchiarone, A., Gujar, S., Nacke, L. E., & Hui, P. (2024). ChatGPT in education: A blessing or a curse? A qualitative study exploring early adopters’ utilization and perceptions. Computers in Human Behavior: Artificial Humans, 2(1), 100027. https://doi.org/10.1016/j.chbah.2023.100027
  15. Mukul, E., & Büyüközkan, G. (2023). Digital transformation in education: A systematic review of Education 4.0. Technological Forecasting and Social Change, 194, 122664. https://doi.org/10.1016/j.techfore.2023.122664
  16. Rapanta, C., Bhatt, I., Bozkurt, A., Chubb, L. A., Erb, C., Forsler, I., Jandrić, P., Kiryakova, G., Kohnke, L., Lee, D., & others. (2025). Critical GenAI literacy: Postdigital configurations. Postdigital Science and Education, 7, 1296–1333. https://doi.org/10.1007/s42438-025-00573-w
  17. Tlili, A., Shehata, B., Adarkwah, M. A., Bozkurt, A., Hickey, D. T., Huang, R., & Agyemang, B. (2023). What if the devil is my guardian angel: ChatGPT as a case study of using chatbots in education. Smart Learning Environments, 10, 15. https://doi.org/10.1186/s40561-023-00237-x
  18. Veyis, F., Gözüyeşil, E., & Ciğerci, F. M. (2025). The effect of digital storytelling on students’ language skills performance: A meta-analytic study. Education and Information Technologies, 30, 24463–24501. https://doi.org/10.1007/s10639-025-13722-2
  19. Yu, B., & Wang, W. (2025). Using digital storytelling to promote language learning, digital skills and digital collaboration among English pre-service teachers. System, 129, 103577. https://doi.org/10.1016/j.system.2024.103577
  20. Zhang, Y., & Dikilitaş, K. (2025). Investing in critical digital literacies involving generative AI: A multiple-case study of second language novice teachers. International Journal of TESOL Studies, 250626, 1–25. https://doi.org/10.58304/ijts.250626