<![CDATA[Generative artificial intelligence (AI) and mobile technologies are reshaping how English as a foreign language (EFL) is taught and learned in Southeast Asia, yet research from neighbouring countries is rarely compared. This comparative review examines how research from Thailand and Indonesia addresses AI and mobile technologies in EFL learning, with particular attention to writing. A purposively assembled corpus of 67 records was screened, leaving 63 unique works (41 from Thailand and 22 from Indonesia or cross-national contexts), which were classified into eight thematic categories and synthesised comparatively. The two research landscapes proved complementary rather than parallel. Thai research concentrated on technology itself: learners' and teachers' use and perceptions of ChatGPT and other AI tools, mobile-assisted and gamified learning, and a growing Thai-language technology infrastructure. Indonesian research concentrated on the writing process: the cognitive work of formulating research problems, models and strategies of academic writing, written feedback and pedagogical frameworks, while its technology studies focused mainly on speaking and on Islamic boarding schools. Only three Thai studies and two Indonesian studies addressed technology and writing together. The review proposes a process-oriented framework that aligns AI and mobile tools with the stages of writing, from generating ideas and formulating problems to drafting, feedback and revision, under teacher guidance and within each country's linguistic and institutional context. It calls for cross-national studies that combine Thailand's tool-focused evidence with Indonesia's process-focused pedagogy.]]>
