<![CDATA[Artificial Intelligence (AI) is enhancing EFL teaching by making learning responsive and adaptive to individual learners. However, little focus has been placed on the actual application of these adaptive digital tools in the real classroom setting. To fill this gap, this paper carried out a systematic review of studies published in 2023-2025. In accordance with PRISMA, the initial search in the Scopus database identified 57 studies, 18 of which were included in the analysis and met the inclusion criteria. The review showed that AI-based applications like adaptive learning platforms, chatbots, and intelligent tutoring systems can reinforce language development, especially in such aspects as vocabulary, writing, and speaking. It was also discovered that these tools increased the engagement of learners and promoted learner autonomy through timely feedback and personalized learning paths. Meanwhile, the results indicate that the success of these technologies is strongly determined by the extent of their incorporation into the teaching strategies, including blended and flipped learning models. Nevertheless, there are still a number of issues, such as the data privacy concerns, the possibility of algorithmic bias, and the necessity of proper teacher training to facilitate meaningful implementation. On the whole, the research indicates that adaptive digital technologies can be of great help in EFL learning provided that they are carefully designed in accordance with the pedagogical goals. It also brings to the fore practical implications of AI to educators and institutions that seek to integrate AI in language teaching in a manner that actually enhances learning outcomes.]]>
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