The impact of AI tools on EFL teachers’ instructional practices: A systematic literature review

Abstract

Background: The extensive proliferation of artificial intelligence (AI) technologies in educational environments has revolutionized English as a Foreign Language (EFL) teaching practices. This can inform policies and pedagogical integration on understanding how it impacts teachers’ instructional approaches, assessment methods, and professional development.

 Purpose: To explore the influence of AI tools on EFL teachers’ instructional practices and synthesize the available evidence from peer-reviewed literature published in academic journals between 2020 and 2026 using PRISMA 2020 guidelines.

 Methods: A systematic literature search was conducted using Google Scholar with Boolean search strategies focusing on AI tools and EFL teaching practices. Studies were included if they (1) addressed EFL/ESL teachers, (2) investigated AI tool integration, (3) described effects on instructional practices, (4) were published in Q1/Q2 journals during the 2020-2026 timeframe, and (5) published in English. We used predefined criteria to conduct a two-stage screening: first, we screened by abstract (threshold ≥ 4.0), and second, by full-text (threshold ≥ 4.5). Results: Data extraction covered study design, evaluated AI tools, impact on instructional practices, assessment results, professional development implications, and conclusions.

 Results: From 179 articles, after deduplication and two-stage screening, there were a total of 71 studies that fulfilled the inclusion criteria. The included studies were from varied geographical settings and used different methodologies. From their analysis, key findings emerged, which indicated that AI tools would dramatically change: (1) lesson planning and curriculum design through improved content generation and personalized content; (2) assessment practices via automated feedback systems and formative assessment tools; (3) classroom instruction through adaptive learning environments and differentiated instruction; (4) teacher functions towards facilitation and personalized learning support; while shaping our professional development needs around AI literacy and the implementation of ethical foundations. ChatGPT and similar generative A.I. tools have emerged as the most scrutinized technologies. Teachers said they were excited about the potential savings in time and grading, but were wary of the impact on academic integrity, pedagogical freedom, and digital literacy needs.

 Conclusion: AI tools have transformed EFL instructional practices in various dimensions, providing significant possibilities for pedagogical innovation and posing challenges around teacher training, ethics, and the role of human judgment in teaching. Longitudinal studies, implementation frameworks, and equitable access to AI-enhanced professional development should be prioritized in future research.