This systematic literature review explores English as a Second Language (ESL) teachers’ perceptions of the integration of Artificial Intelligence (AI) in language education. With the rapid advancement of AI technologies, their application in ESL teaching has become increasingly prominent, prompting the need to understand educators’ attitudes, expectations, and concerns. The review systematically analysed peer-reviewed studies published between 2019 and 2025, sourced from major academic databases including Google Scholar, ERIC, and Scopus. Using thematic analysis, the review identified key trends in ESL teachers’ perceptions, including enthusiasm for the potential of AI to personalize learning and automate administrative tasks, as well as concerns about data privacy, reliability, and the potential loss of human interaction in language learning. Findings suggest that while ESL teachers generally acknowledge the value of AI, effective integration depends on factors such as digital literacy, institutional support, and ethical guidance. This study contributes to the field by synthesizing current knowledge, highlighting gaps in teacher training, and offering recommendations for future research and practice in AI-assisted ESL teaching.
Nasrudin et al. (Wed,) studied this question.