Bridging Enthusiasm and Caution: A Synthetic Review of AI Integration in English Language Teacher Education

Abstract

The rapid advancement of generative Artificial Intelligence (AI) is transforming English Language Teacher Education (ELTE) and prompting renewed debate about the role of emerging technologies in language pedagogy. While current discussions often emphasize either the benefits or the risks of AI, a more balanced perspective is required. This synthetic review examines generative AI as a double-edged technology that offers significant pedagogical opportunities. However, it also raises concerns regarding pedagogical and ethical implications. Drawing on Albert Borgmann’s device paradigm as a conceptual framework, the study critically examines the current literature on AI integration in language education. The review examines the pedagogical opportunities presented by generative AI in the context of language education. Generative AI can support personalized learning, assist teachers in developing interactive instructional materials, provide immediate feedback, and encourage creative collaboration between learners and AI systems. These capabilities may enhance learner engagement and promote more adaptive language instruction. Despite its advantages, generative AI introduces substantial challenges.  AI-generated language may lack cultural authenticity and contextual nuance, and dominant training datasets may contribute to linguistic homogenization. Moreover, excessive reliance on AI tools may weaken learners’ critical thinking and creativity. Thus, the study highlights the necessity of a balanced, human-centered framework for incorporating AI into language teaching.