<![CDATA[Purpose – This scoping review maps recent literature on English teachers’ attitudes toward artificial intelligence (AI) in English language teaching (ELT) and discusses its implications for Bangladesh. It addresses the limited synthesis of evidence across empirical studies, systematic reviews, and policy reports on teachers’ perceptions of generative AI, automated writing support, speech recognition technologies, and adaptive learning systems.Design – Guided by established scoping review frameworks and PRISMA-ScR reporting guidance, searches were reconstructed and updated in May 2026 through Google Scholar, ERIC, SpringerLink, ScienceDirect, Frontiers, MDPI, journal websites, and relevant institutional sources. Search terms covered artificial intelligence, generative AI, ChatGPT, ELT, EFL/ESL, teacher attitudes, teacher perceptions, AI literacy, and Bangladesh. After duplicate removal and screening, 18 sources were included. Data were manually coded thematically by context, design, evidence base, AI applications, attitudinal direction, benefits, concerns, and implications.Findings – Five themes emerged: perceived usefulness, perceived ease of use and AI literacy, ethical and pedagogical issues, contextual and institutional challenges, and teacher identity and agency. Teachers generally showed conditional positivity toward AI, valuing its support for material preparation, feedback, assessment, differentiated instruction, and time efficiency, while remaining concerned about cheating, overreliance, hallucinations, bias, privacy, unequal access, and reduced pedagogical control.Research implications – Responsible AI use in Bangladeshi ELT requires teacher-centered professional development, redesigned assessment, clear institutional policy, and locally relevant classroom models. This review does not infer causality.Originality – The study offers a focused thematic map for future research, professional development, policy design, and responsible AI integration in ELT]]>
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