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Description
Artificial intelligence (AI) is increasingly influencing language teaching, but its educational value depends on how teachers understand and use it. This study examined language teachers’ attitudes and perceptions toward AI-integrated teaching at the Faculty of Foreign Languages, Academy of Journalism and Communication, Vietnam. Using a qualitative design, semi-structured interviews were conducted with 30 language lecturers, and the data were analyzed thematically. The findings showed qualified acceptance: most participants were positive or cautiously positive about AI but emphasized teacher oversight and professional judgment. AI was valued for lesson preparation, material generation, feedback, translation support, and classroom activities, especially for saving time and offering alternatives. However, concerns included inaccurate information, fabricated references, plagiarism, privacy, bias, and student over dependence. Most lecturers supported conditional and transparent student use of AI and viewed it mainly as an assistant rather than a replacement. Responsible integration therefore requires critical AI literacy, clear institutional guidance, and context-sensitive professional development.