Infusion of Computational Thinking into EFL Writing Courses: A Systematic Literature Review

Abstract

To gain a more comprehensive idea of computational thinking (CT) integration into English as a foreign language (EFL) writing, there is an urgent need to systematically review and synthesize the growing number of recent studies in this area. To address this gap, this study reviewed 11 empirical studies published between 2016 and 2025. The purpose of this review is to examine and present empirical evidence on the features, trends, and challenges that educators face in incorporating CT into EFL writing lessons. Using a hybrid thematic analysis–constant comparative method across two databases, the study identified two EFL focus areas: academic writing and creative writing. It also analyzed the distribution of CT skills and cognitive-load levels. The findings show that CT integration has a consistent, favorable impact on learner outcomes. A gap analysis finds low teacher participation and four major barriers: knowledge gaps, time constraints, insufficient professional development, and ingrained views. The article concludes with focused recommendations for policymakers, English educators, and further study.