The Integration of AI in K-12 and University English Language Teaching: A Systematic Literature Review

Abstract

AI tools and technologies have proliferated the education sector, leading to improved assessment, learning, and teaching experiences and pedagogical practices, making it significant to assess its impact on educators of English Language. A systematic literature review is conducted to evaluate AI integration in teaching English Language in the university and K-12 setting. 21 articles have been synthesized to gain insight into the pedagogical AI integration, attitude and perception of educators and its influence on educational outcomes. The findings underscore improved pedagogical practices, assessment, content creation and delivery through AI integration. It also enables teachers to address the language learning anxiety among students for enhanced language proficiency using adaptive assessment tools. Nonetheless, educator preparedness, ethical concerns, AI reliability and AI literacy persist as key challenges. Concern over academic integrity, assessment biases, and AI over-reliance is also acknowledged, which emphasizes responsible and ethical AI integration through policies, professional development, and AI-human collaboration. AI should be integrated into English language teaching as a pedagogical support to enhance the teaching and learning outcomes in K-12 and university contexts.