The Impacts of Top-Down and Bottom-Up Strategies on Listening Comprehension Performance in Preparation Courses

Abstract

This paper examines and integrates empirical research about the application of generative artificial intelligence (AI) in English as a Foreign Language (EFL) writing teaching. Generative AI has grown more common in writing schools to help with idea creation, linguistic accuracy, giving feedback, and rewriting. This is because huge language models like ChatGPT are becoming more common very quickly. However, scientific findings continue to be disjointed across various instructional situations and learner demographics. Utilizing a literature review methodology, this study analyzes recent empirical research to ascertain the categories of generative AI tools utilized, the educational contexts in which they are applied, and their documented impacts on the writing performance and learning experiences of EFL learners. The review emphasizes significant advantages, including increased language precision, less writing apprehension, and heightened learner involvement, while also acknowledging ongoing issues such as excessive dependence on AI, concerns regarding academic integrity, and disparities in technological access. This work synthesizes current information to present an evidence-based review of generative AI as both a pedagogical potential and a challenge in EFL writing education, providing implications for educators, researchers, and policymakers