Artificial Intelligence and English as a Foreign Language (EFL) Teachers’ Competencies: A Systematic Review

The integration of Artificial Intelligence (AI) into English as a Foreign Language (EFL) education has transformed teaching practices, necessitating a re-evaluation of teacher competencies in the digital age. This systematic review examines the intersection of AI technologies and EFL teachers' competencies, exploring how AI tools influence pedagogical skills, technological proficiency, and professional development. Through an analysis of recent literature, the study identifies key competencies required for EFL teachers to effectively leverage AI, including adaptive teaching strategies, data literacy, and ethical considerations in AI usage. The review also highlights challenges such as resistance to technological adoption, the digital divide, and the need for continuous upskilling. Findings suggest that while AI offers significant opportunities for personalized learning and efficiency, EFL teachers must develop a balanced skill set that integrates traditional teaching expertise with emerging technological demands. The results of the research showed that 1) EFL teachers’ competencies in artificial intelligence field consist of 10 competencies, namely: 1) AI-Assisted Lesson Planning, 2) AI-Powered Language Practice & Feedback, 3) Speech Recognition & Pronunciation Tools, 4) AI for Differentiated Instruction, 5) Automated Assessment & Grading, 6) Data-Driven Student Insights, 7) Ethical & Critical Use of AI, 8) AI for Content Creation & Gamification, 9) AI-Powered Translation & Comprehension Support, and 10) AI and Virtual/Augmented Reality in EFL. The paper concludes with recommendations for teacher training programs and policy frameworks to support the evolving role of EFL educators in an AI-driven educational landscape.