Inteligencia artificial en el aprendizaje del inglés: herramientas, beneficios y desafíos pedagógicos

Learning English is a key skill in Latin American educational contexts, although inequalities persist regarding access, the quality of resources, and opportunities for practice. In this context, artificial intelligence emerges as a pedagogical tool with the potential to transform foreign language teaching. This article presents a narrative review of literature published between 2020 and 2026 on the use of artificial intelligence tools in English language learning, prioritizing Latin American studies without excluding international contributions. The results were organized into three categories: types of tools, pedagogical benefits, and implementation challenges. Adaptive platforms, chatbots, speech recognition systems, writing assistants, smart translators, and gamified applications were identified as relevant resources for personalizing learning, providing immediate feedback, and strengthening language skills. However, their incorporation requires teacher mediation, critical digital literacy, equitable access, data protection, and authentic assessment. It is concluded that artificial intelligence can contribute to English language learning when integrated in an ethical, pedagogical, and contextualized manner, but it should not be viewed as a substitute for teachers or as an automatic solution to educational inequalities.