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Description
Rapid emergence of generative artificial intelligence (AI) is transforming English as a Foreign Language (EFL) education by creating new opportunities for language instruction while challenging established assumptions. However, little is known about how AI practices diffuse across instructional tasks and how AI literacy shapes this process. This mixed-methods study examined generative AI adoption among 369 Vietnamese EFL teachers using descriptive statistics and thematic analysis. Findings revealed a clear gradient of AI adoption, with teachers reporting extensive use for lesson planning and materials development and caution in assessment-related activities. Most teachers exhibited characteristics of early majority adopters (63%), followed by innovators and early adopters (19%), late majority (16%), and laggards (2%). Teachers’ adopter orientation reflected variation in functional AI literacy, particularly teachers’ ability to evaluate AI-generated outputs critically. At the same time, diffusion was constrained by limited institutional AI literacy, including the absence of shared policies, professional development, and visible models of responsible practice. Reported findings indicate that generative AI in Vietnamese EFL education remains in an early-majority diffusion phase characterized by cautious experimentation, low visibility, and differentiated adoption. The study demonstrates how AI literacy influences diffusion of pedagogical innovation, discussing implications for teacher professional development and educational policy.