Repositioning Artificial Intelligence in English Language Teaching: A Review of Pedagogical Roles and Challenges

Abstract

The rapid development of artificial intelligence (AI) has significantly influenced educational practices, including English language teaching (ELT). Numerous studies have explored the use of AI powered tools to support language learning, such as automated feedback systems, intelligent tutoring systems, and conversational chatbots. However, many existing studies tend to focus on the technological capabilities of AI rather than examining its pedagogical positioning within the learning process. This study critically examines how artificial intelligence has been used in ELT research, particularly in relation to its pedagogical roles and the challenges of its integration. Using a qualitative literature review approach, this study analyzes selected journal articles published between 2020 and 2026 related to AI in language education. The analysis focuses on identifying recurring themes regarding the pedagogical functions of AI and the challenges reported in previous studies. The findings indicate that AI has been commonly positioned as a writing assistant, feedback provider, learning support tool, and conversational partner in language learning environments. However, several challenges remain, including concerns about overreliance on AI, issues of academic integrity, and the need for more pedagogically grounded instructional designs. This study highlights the importance of repositioning AI not merely as a technological tool but as a pedagogical component that supports meaningful language learning.