Teacher Perceptions of the Use of Generative AI Tools in ESL Classrooms: A Review of Studies

The integration of Generative Artificial Intelligence (GenAI) tools in English as a Second Language
(ESL) classrooms has gained increasing attention in recent years. While these tools offer numerous advantages,
such as personalized learning, automated feedback, and enhanced student engagement, their effectiveness largely
depends on teachers' perceptions and willingness to integrate them into their teaching practices. This literature
review examines existing research on teacher perceptions of GenAI in ESL classrooms, focusing on both the
potential benefits and the challenges associated with its implementation. The review explores themes such as
pedagogical applications, teacher attitudes, technological barriers, and ethical concerns. Findings suggest that
while many educators recognize the potential of GenAI for improving instructional efficiency and student
autonomy, concerns related to accuracy, digital literacy, and the risk of over-reliance on AI-generated content
persist. Additionally, a lack of institutional support and teacher training remains a significant barrier to
widespread adoption. The review highlights gaps in current research, particularly in non-Western ESL contexts,
and emphasizes the need for further studies on professional development programmes and long-term impacts of
the integration of GenAI in language learning.