<![CDATA[The rapid advancement of Artificial Intelligence (AI) has transformed English Language Teaching (ELT) by enabling personalized instruction, automated feedback, and efficient learning management. Despite the increasing use of AI tools in ELT, teachers’ readiness and the challenges they face in integrating ai pedagogically remain underexplored. This study aims to systematically review empirical research on AI integration in ELT, with a focus on teacher readiness and implementation challenges. Using a Systematic Literature Review (SLR) approach, this study followed established review protocols and PRISMA guidelines. A total of 17 empirical studies published between 2020 and 2024 were selected from Scopus, Eric, and Google Scholar through a structured screening process. The findings indicate that English teachers generally demonstrate strong psychological readiness toward AI integration, reflected in positive attitudes and acceptance of AI’s perceived usefulness for supporting teaching efficiency, lesson planning, and assessment. However, this readiness is not consistently accompanied by sufficient technical and pedagogical competence, resulting in AI being used mainly as an instrumental tool rather than being meaningfully integrated into communicative language teaching practices. The review also identifies multidimensional challenges, including limited technological infrastructure, pedagogical uncertainty, ethical concerns related to data privacy and algorithmic bias, and psychological issues associated with teachers’ professional identity. Overall, teacher readiness for AI integration is shaped by the interaction of individual, pedagogical, and systemic factors. This study concludes that holistic teacher professional development, integrating technical training, TPACK-based pedagogical competence, and ethical literacy, is essential for the sustainable and responsible integration of AI in ELT.]]>
