Pedagogical practices and experiences of English language teachers using Artificial Intelligence (AI): A meta-synthesis

Abstract

This study aimed to meta-synthesize the pedagogical practices and experiences of English language teachers in using Artificial Intelligence (AI). Fifteen (15) qualitative studies were selected from a pool of 2,507 using Publish or Perish software and specific inclusion criteria. The studies were organized through the PRISMA 2020 flow diagram and analyzed using Clarke and Braun’s (2013) thematic analysis, resulting in the identification of eleven (11) themes and one overarching meta-theme. Findings revealed that teachers use AI tools to customize lessons, administer adaptive assessments, deliver personalized feedback, support language skill development, and assist in classroom management. Despite these benefits, teachers face significant challenges, including maintaining academic integrity, addressing overreliance on AI tools, managing the loss of human interaction and cultural sensitivity, navigating technological barriers, and coping with costly or inadequate infrastructure. To address these issues, teachers expressed the need for professional development, ethical and creative guidance in using AI, and strong institutional support. The synthesis of results led to the identification of a central meta-theme: Balancing Innovation and Integrity in AI-Enhanced English Language Teaching. This captures how teachers strive to harness the transformative potential of AI while maintaining authenticity, creativity, and ethical responsibility in instruction. Effective AI integration requires not only technological tools but also pedagogically and ethically competent educators. As such, academic institutions must invest in robust infrastructure, teacher training, and inclusive policies that empower teachers to adopt AI meaningfully and responsibly in English language instruction.