The integration of conversational artificial intelligence (AI) chatbots into English as a Foreign Language (EFL) education represents a transformative technological advancement with significant potential for enhancing both student learning outcomes and teacher professional development. This comprehensive review examines how AI chatbots can be effectively utilized to develop linguistic competencies across speaking, listening, reading, and writing skills while supporting EFL teachers' professional growth. Drawing from recent empirical research and theoretical frameworks, this article provides evidence-based guidance for educators, administrators, and researchers seeking to implement chatbot technology in language education contexts. The analysis reveals that AI chatbots, particularly advanced systems like ChatGPT, can provide personalised learning experiences, immediate feedback, and scalable educational support that addresses traditional challenges in EFL instruction. Key findings indicate significant improvements in learners' speaking fluency, writing proficiency, and willingness to communicate when chatbots are integrated thoughtfully into pedagogical practices. For teachers, AI chatbots serve as valuable tools for content creation, assessment development, and instructional strategy enhancement, while also supporting their own language proficiency development. However, successful implementation requires careful attention to pedagogical integration, ethical considerations, and maintaining balanced human-AI interaction. This article presents a comprehensive framework for chatbot integration that encompasses theoretical foundations, practical implementation strategies, specific functional applications, and professional development approaches. The evidence suggests that when properly implemented with appropriate teacher training and pedagogical support, Conversational AI chatbots can significantly enhance EFL education quality and accessibility while preparing both teachers and students for increasingly AI-integrated educational futures.