Perplexity AI in Enhancing EFL Students’ Academic Writing: A Systematic Literature Review

Abstract

This study aims to explore the role of Perplexity AI in enhancing EFL students’ academic writing through a Systematic Literature Review (SLR). Using the PRISMA framework, this review synthesized 25 peer-reviewed studies published between 2020 and 2025 retrieved from the Scopus, ERIC, and Google Scholar databases. The inclusion criteria focused on empirical and review studies discussing AI-assisted academic writing in higher education EFL contexts, while non-peer-reviewed and unrelated studies were excluded. The data were analyzed through thematic synthesis to identify key pedagogical benefits, challenges, and institutional implications of Perplexity AI in academic writing instruction. The findings reveal that Perplexity AI contributes positively to writing coherence, text organization, academic vocabulary development, learner autonomy, and writing efficiency. However, challenges such as over-reliance on AI, plagiarism concerns, and the potential decline of critical thinking skills were also identified. The review further emphasizes the importance of AI literacy, ethical guidelines, and pedagogically guided practices in AI-assisted writing instruction. Overall, Perplexity AI demonstrates strong potential as a supportive academic writing tool when implemented critically, responsibly, and within structured educational frameworks.