Integrating Artificial Intelligence in English Language Teaching: A Systematic Review of Tools, Learning Outcomes, and Implementation Challenges (2015–2026)

Abstract

Accelerated technological progress of artificial intelligence (AI) has led to major changes in educational practices, especially in English Language Teaching (ELT). This paper systematically reviews AI in ELT between 2015 and 2026 with a focus on the kinds of AI tools used, their effects on language learning outcomes, and the difficulties of implementation. In line with PRISMA guidelines, an extensive literature search was done through the main academic databases, and 35 peer, reviewed studies fit the criteria for inclusion.

The results reveal that AI solutions, namely generative AI systems, automated writing evaluation tools, speech recognition technologies, and intelligent tutoring systems, have generally resulted in increased writing accuracy, pronunciation development, vocabulary acquisition, and learner engagement. The success of AI incorporation, however, depended to a large extent on pedagogical design, teacher mediation, and contextual factors. The article also discusses the major ethical and institutional problems brought up, such as the breach of academic integrity, data security, algorithmic bias, and unbalanced access to technological resources.