The integration of artificial intelligence (AI) into English Language Teaching (ELT) is gaining momentum, yet empirical studies from non-metropolitan settings remain limited. This study examines how English teachers in Lombok, Indonesia, perceive and incorporate AI into their professional practice. Employing an explanatory mixed-methods design, data were collected from 150 English teachers across secondary schools and universities. A survey instrument, adapted from established technology acceptance frameworks, measured perceived usefulness, ease of use, digital literacy, technostress, and behavioural intention to use AI. Semi-structured interviews with a subset of teachers provided complementary qualitative insights. Quantitative findings indicate that digital literacy and perceived usefulness are strong predictors of teachers’ intention to adopt AI, while technostress serves as a significant barrier. Regression analyses confirm that teachers with higher digital literacy levels are more resilient to stress and more confident in integrating AI tools such as automated feedback systems and chatbot-assisted learning. Thematic analysis of interview data further illustrates how teachers negotiate between enthusiasm for AI and the constraints of limited infrastructure in an island context. By situating the study in Lombok, this research contributes to the broader discourse on technology integration in ELT by foregrounding perspectives from peripheral regions. The findings challenge the assumption of uniform digital transformation and underscore the importance of contextual sensitivity in empowering teachers and learners in the digital era.

Keywords: Artificial Intelligence, Digital Literacy, Peripheral Contexts, Technology Integration, Technostress

Biography:

Afif Ikhwanul Muslimin , PhD, is a lecturer in the English Language Education Department at UIN Mataram, Indonesia. His research explores technology integration, teacher education, and applied linguistics. As an active board member of TEFLIN and ELITE, he bridges local and global TESOL communities through publications, collaborations, and professional development initiatives.