Reimagining AI in Teaching: A Five-Year Review of Research, Trends, and Pedagogical Shifts
TL;DR
The findings confirm that AI has significantly changed the English learning landscape, not only from the aspect of instructional technology, but also from the way teachers and students interact with content, learning strategies, and evaluation.
Abstract
The integration of Artificial Intelligence (AI) in English Language Teaching (ELT) has grown rapidly in the past five years, fueled by the increasing sophistication of generative tools, intelligent feedback systems, and data-driven personalization. This systematic review aims to map the latest research developments from 2020 to 2025, identify key emerging trends, as well as analyze the pedagogical transformations triggered by AI in the context of ELT. Through a systematic review that refers to the PRISMA protocol, selected articles from leading databases such as Scopus, Web of Science, and ERIC are analyzed. The findings confirm that AI has significantly changed the English learning landscape, not only from the aspect of instructional technology, but also from the way teachers and students interact with content, learning strategies, and evaluation. The most prominent trends in AI use include text-based applications (such as ChatGPT and Grammarly), speech recognition, and automated assessment platforms. However, this transformation has not come without challenges: serious concerns have arisen regarding plagiarism, over-reliance on AI, and teachers' limitations in understanding and making the most of technology. On the other hand, this study also explores the concerns that arise from teachers regarding autonomy in teaching, ethics in assessment, and the suitability between the curriculum and applied technology. The results of this study provide critical insights that are important for policymakers, education practitioners, and researchers in designing and implementing AI effectively in English language teaching, without sacrificing pedagogical quality.