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Abstract The rapid emergence of Artificial Intelligence (AI) based large language models (LLMs) particularly ChatGPT has introduced significant shifts in the field of English language education. This systematic narrative literature review analyzed thirteen peer-reviewed empirical studies published between 2023 and 2025 that investigated how English language teachers engage with ChatGPT across instructional, reflective, and developmental contexts. Drawing on diverse research designs and geographic settings, the included studies examined the integration of ChatGPT in lesson planning, professional development, student engagement, and teacher identity construction. The findings revealed four major thematic domains: (1) instructional applications and teaching support, (2) teacher learning and professional reflection, (3) student outcomes and affective development, and (4) ethical, pedagogical, and contextual considerations. Findings indicate that ChatGPT is widely perceived as a valuable pedagogical assistant and reflective partner, with potential to support teacher creativity, self-efficacy, and instructional innovation when integrated intentionally and ethically. However, concerns about overreliance, cultural sensitivity, and ethical use underscore the need for teacher AI literacy and institutional support. The review concludes that the role of ChatGPT is ultimately mediational, augmenting rather than replacing teacher expertise, and that its successful integration depends on the development of teacher AI literacy and critical pedagogical agency. Implications are offered for teacher education programs, policy development, and future research on responsible AI integration in language teaching.
Ebrahimi et al. (Mon,) studied this question.