As generative artificial intelligence (AI) become increasingly prominent in education, their use in English language teaching (ELT) has drawn attention to issues related to teacher perceptions, technological readiness, and pedagogical adjustment, especially in contexts with limited resources. Guided by the Technology Acceptance Model (TAM), this study explores Vietnamese teachers’ day-today use of AI, their views toward the technology, and the ways these perceptions shape their willingness and capacity to integrate AI into ELT at a regional university. Drawing on reflective journals and semistructured interviews, the findings uncover both enthusiasm and concern among participants. Although teachers acknowledged AI’s ability to support personalized learning and foster learner autonomy, they also raised concerns regarding its potential effects on critical thinking, ethical issues, students’ dependence on technology, and their own insufficient digital competence. The study further highlights the importance of institutional support and professional development in facilitating successful AI implementation. Overall, the findings emphasize the need for contextually appropriate approaches, localized policy initiatives, and continued research into the influence of AI on pedagogy and teacher agency.