University Foreign Language Teachers’ Roles in the Age of AI: A Systematic Review
Keywords:
Artificial Intelligence (AI); Foreign Language Teachers (FLTs); Activity Theory; Teacher Role Transformation; Higher EducationAbstract
The integration of artificial intelligence (AI) into foreign language education is fundamentally altering the professional responsibilities of university Foreign Language Teachers (FLTs). Contemporary research, however, is devoid of a theoretical framework to elucidate the fundamental mechanics of this transformation. This study used Activity Theory (AT) as a conceptual framework to conduct a comprehensive literature review of the empirical research published from 2020 to 2025. Following PRISMA guidelines, 18 studies were chosen from an initial pool of 115 entries sourced from Web of Science and Scopus. The results reveal that the field predominantly relies on qualitative studies that exhibit a deficiency in reflexivity, while quantitative and mixed-methods research is marked by insufficient statistical power and the unsatisfactory synthesis of quantitative and qualitative data. An analysis employing the AT paradigm reveals that EFTs have obstacles due to structural misalignments, such as the absence of explicit restrictions, community dysfunction, and ambiguous divisions of labor. This study advocates a shift from individual "self-rescue" to systemic assistance. Educational institutions must rectify policy deficiency by formulating explicit AI regulations, cultivating extensive community networks, and openly integrating emotional support into professional growth frameworks.
https://doi.org/10.26803/ijlter.25.5.17
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