Systematic Review of Artificial Intelligence Integration in English Language Teaching: Trends, Applications, and Pedagogical Implications

Ei Mon Kyaw; Jie Deng

Ei Mon Kyaw Lecturer, Yangon University of Education https://orcid.org/0009-0004-3443-973X
Deng Jie Professor, Hunan Normal University

Keywords: Systematic Review, Artificial Intelligence, English Language Teaching, Pedagogical Implications

Abstract

A systematic review of 69 studies (2015–2025) on AI in English Language Teaching (ELT)—covering both Chinese EFL contexts and global perspectives — identifies prominent tools. These include generative AI, speech assessors, automated writing evaluation (AWE) systems, adaptive platforms, and machine translation. Such tools support the development of language structure (e.g., coherence and fluency) and enhance user experiences (e.g., motivation and independence). However, there are limitations. These tools face challenges with higher-order thinking skills and cultural nuances. There are also concerns about over-reliance on AI, ethical issues (such as bias and privacy), and practical gaps (including technical faults, teachers’ lack of AI skills, and unequal access to these tools). The review highlights the need for hybrid pedagogies, focused AI training, ethical guidelines, and equitable resource distribution, urging further research on long-term impacts, context-specific use, and human-AI collaboration. Overall, AI stands out as a complementary tool with transformative potential when integrated thoughtfully into ELT.

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