Generative artificial intelligence (GenAI) tools have become increasingly integrated into language classrooms to enhance teaching and learning. Despite burgeoning research into the pedagogical applications of GenAI, the synthesis of evidence regarding their use in English language education remains limited. This paper aims to fill this gap by presenting a systematic review of GenAI use in university English language education in terms of the types of GenAI tools used, the ways they are used, and their impacts on teachers and students. Twenty research articles sourced from Scopus were analyzed. Findings reveal that the various GenAI tools used in English language classrooms offer significant potential for facilitating personalized learning, enhancing student engagement, and providing efficient feedback mechanisms. Findings also highlight challenges that need to be addressed, such as maintaining academic integrity and providing professional development for effectively integrating GenAI into teaching and learning. Pedagogical implications and directions for future research will be discussed.