Integrating Artificial Intelligence in English for Specific Purposes Instruction: A Systematic Review of Trends, Outcomes, and Challenges (2022–2025)

The rapid growth of Artificial Intelligence integration in English for Specific Purposes education since 2022 demands a thorough analysis of new developments, educational results, and implementation barriers. An evaluation of AI usage in ESP teaching and learning through 70 peer-reviewed empirical studies published during January 2022 to March 2025 forms this systematic review. Following the PRISMA guidelines, 70 studies were selected. Research shows that large language models, including ChatGPT, GPT-3, and GPT-4, appeared in 46% of the analyzed studies. Grammar correction programs, adaptive learning platforms, and automated assessment solutions were among the tools currently used by educators at a rate of 21%, 18%, and 15%, respectively. Business English (37%) was the most popular domain, followed by English for Medical Purposes (22%), English for Engineering (21%), and Technical English (Engineering and IT) (20%). The analyzed research papers revealed positive learner outcomes in 82% of the studies, particularly in core language skills. The research findings also revealed issues with teacher training, ethical concerns, and limitations in accessing AI technology, as mentioned by 18% of the analyzed studies. The review demonstrates how AI integration in ESP instruction has brought about transformative changes, but these changes vary in their implementation. It underscores the importance of context-aware deployment, robust educator support, and longitudinal evaluations to ensure sustained impact. The findings in this research guide upcoming investigations while providing direct, implementable knowledge for educators who wish to utilize AI for teaching specialized languages.