Alfredsson Mihlzén, Fredrik2025-06-182025-06-182025-06-18https://hdl.handle.net/2077/88031This study presents a systematic review of recent research on the use of conversational artificial intelligence (CAI) in language education, with a specific focus on how teachers experience and implement such tools. A total of eight publications were included in the review, including six peer-reviewed journal articles, one conference paper, and one book chapter. The review identifies common technical and pedagogical challenges, such as chatbot limitations, lack of clear instructional models, and shifting teacher roles. It also highlights strategies that teachers use to manage CAI integration, including scaffolded activities and collegial collaboration. The study contributes a practice-oriented perspective by emphasizing the active role of teachers in shaping the pedagogical value of CAI.engConversational AIlanguage educationteacher perspectivessystematic reviewText