Abstract
This study looks at how Artificial Intelligence (AI) technologies are affecting English as a Foreign Language (EFL) instruction in Indian Higher Education Institutions (HEIs). Though there has been clear improvement, educators continue to have reservations about the incorporation of AI-powered tools into their teaching practices. The goal of the study is to uncover the inhibitors and drivers that prevent and motivate the EFL teachers from implementing. According to the study, policy makers and academic institutions should prioritize addressing technological constraints and providing faculty and staff with adequate institutional support. They should also consider implementing programs that encourage self-motivation and continuous learning, as well as enhancing motivation through rewards and recognition, which can foster adaptability. The scope for future research is to use quantitative techniques to validate the inhibitors and drivers of AI in EFL.
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