The thriving of Artificial Intelligence (AI) technology in the education industry has been gaining attention from educators, policymakers, researchers, and learners alike. AI-based tools have been introduced largely due to their convenience and accessibility. The aim of this paper is to investigate teachers’ perspectives on the implementation of AI as a pedagogical tool in tertiary ESL classrooms. This study also implemented Technology Acceptance Model (TAM) as a framework to explore teachers' perspectives on AI tools. Semi-structured interviews with four tertiary ESL teachers have been conducted, transcribed, and analysed. The findings revealed that ESL teachers show positive attitudes due to the benefits they gain from the use of AI in their teaching and learning contexts. They explore the implementation of AI in speaking and writing classes; however, the implementation of these tools is governed by different reasons. This study also outlines the challenges faced by ESL teachers and ways to overcome these challenges. It is believed that the findings of this study will pave the way for other ESL teachers in diminishing their fears and provide insights for stakeholders and policymakers to further strengthen the implementation of AI as a pedagogical tool in ESL classrooms.
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