Artificial Intelligence (AI) is rapidly transforming the face of ESL instruction. With the growing diversity of the global classroom and evolving digital technologies, ESL instructors are turning to AI-led platforms in order to address the widereaching needs of the learner, provide autonomy, and strengthen intrinsic motivation. The current study explores the inclusion of AI-led language learning instruments in contemporary ESL instruction, taking into consideration the impact of AI-led language learning instruments on learner attainment, engagement, and autonomy. Following a mixed-methods paradigm, the current study explores data obtained from 25 peer-reviewed articles, 120 ESL learner surveys, and semiformal interviews of 18 ESL instructors from five countries. Results suggest that AI instruments strongly support learner autonomy, provide for differentiated instruction, and accommodate self-pace learning. Issues of data privacy, thinking critically, and excessive technological dependency nonetheless linger. With its findings, the study makes suggestions about how AI can be integrated in the ESL class alongside the efforts of the instructor in order to provide a balanced integration of AI-assisted and person-centered instruction.

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