English Teacher Roles and Professional Challenges in AI-Enhanced Education: A Systematic Review, 2021–2025
Keywords:
artificial intelligence; teacher role transformation; professional challenges; English language education; systematic reviewAbstract
The rapid development of artificial intelligence (AI) in education has significantly affected the role and practice of English teachers. This study conducts a systematic literature review on empirical studies about English teaching using AI from January 2021 to June 2025, analyzes the role transformation of English teachers in the integration of AI and the problems they encounter, and discusses the relationship between them. Based on PRISMA 2020 guidelines, Web of Science, Scopus, and ERIC were searched, resulting in 50 relevant studies for analysis. This study confirmed the organization, coding, and classification of the different types of AI tools used in English language teaching and learning, such as assessment and adaptive learning, writing and speaking enhancement, reading comprehension support, integrated language applications, and listening assistance. Moreover, it found that English teachers played various roles in the environment of AI English teaching, such as professional development and service, teaching, organization and coordination, evaluation, management and supervision, and innovation and exploration. Inevitably, English teachers faced a number of challenges while assuming these positions, including teaching ability, supportive environment, technology application, and learning effectiveness. Ultimately, regarding AI integration, this study revealed the relationships between different teacher roles and the various challenges teachers face in AI-enhanced English teaching. The results outline the relationship between roles and challenges in English education with AI and offer implications for teacher professional development and educational practice using AI.
https://doi.org/10.26803/ijlter.25.9.3
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