Artificial Intelligence in English Language Teaching: A Systematic Review of Teachers' Perspectives, Challenges, and Pedagogical Implications

This study systematically reviews research on the integration of artificial intelligence (AI) in English Language Teaching (ELT) from the perspective of teachers. Drawing on 50 peer-reviewed studies published between 2015 and 2025, the review examines the research methodologies employed, teachers’ perceptions of AI in ELT, the challenges associated with its implementation, and the pedagogical implications emerging from the literature. Guided by the PRISMA 2020 framework, the review included qualitative, quantitative, and mixed-method studies that focused on teachers’ experiences with AI in face-to-face English language teaching contexts. The findings indicate that AI is widely perceived as a valuable tool for promoting personalized learning, enhancing language proficiency, increasing learner engagement and motivation, and supporting instructional practices. At the same time, teachers reported several challenges, including technological limitations, insufficient professional preparation, overreliance on AI technologies, and ethical concerns related to privacy, academic integrity, and responsible use. Methodologically, qualitative research was the most frequently employed approach, accounting for 50% of the studies reviewed, with interviews and classroom observations serving as the primary data collection methods. The review further highlights important pedagogical implications, including the need for sustained investment in educational technology infrastructure, comprehensive teacher training programs, and the development of clear ethical and policy frameworks to guide AI integration in ELT. By synthesizing a decade of research, this study provides a comprehensive overview of current trends and offers directions for educators, policymakers, and researchers seeking to foster the effective and responsible use of AI in English language teaching. human-centered.