![]() ![]() Second, the review also sought to explore the perceptions of educators and researchers about learners’ use of AI-powered writing tools and review their recommendations on how to best ingrate these tools into the contemporary and future classroom. First, we wanted to explore the recent scholarly publications that evaluated the use of AI-powered writing assistance tools in the classroom in terms of their types, uses, limits, and potential for improving students’ writing skills. To gain a deeper understanding of the validity of AI-powered writing assistance tools, we conducted a systematic review of the recent empirical AI-powered writing assistance studies. Although the wide adoption of these tools by students has been faced with a steady growth of scientific publications in the field, the results of these studies are often contradictory and their validity may be questioned. These writing support systems assist during and after the writing process making them indispensable to many writers in general and to students in particular who can get human-like sentence completion suggestions and text generation. Recent technological advances in artificial intelligence (AI) have paved the way for improved and in many cases the creation of entirely new and innovative, electronic writing tools. ![]()
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