The expanding domain of Artificial Intelligence (AI) offers a diverse array of educational applications and tools. However, the scholarly exploration of AI's suitability for enhancing English as a Foreign Language (EFL) instruction at the university level remains notably limited. This research gap impedes educators from fully harnessing AI's pedagogical potential. Given the inclusion of linguistic and literary disciplines in preservice EFL teacher training in Slovakia, it is increasingly imperative for educators to acquaint themselves with various AI tools, enabling the development of effective methodologies for enhancing EFL teaching and learning. Integrating AI into teacher training programs equips future EFL educators with essential skills for 21st-century classrooms and meets the evolving needs of digitally proficient students. This paper aims to provide a concise yet comprehensive overview of AI's relevance to pre-service EFL teacher training, encompassing linguistic and literary domains, by categorising six prominent AI forms: a) Natural Language Processing (NLP) Tools, b) Content Creation and Personalisation tools, c) Content Recommendation Systems, d) Emotion and Sentiment Analysers, e) Text Summarisation and Analysis tools, and f) Chatbots and Virtual Assistants. Furthermore, it highlights the research gap in AI's implementation in EFL education and emphasises the need to explore pedagogical and ethical implications while outlining future research directions to enhance our understanding of this dynamic field. [For the full proceedings, see ED652261.]