This study examined the integration of artificial intelligence (AI) in tertiary-level English-as-a-Foreign-Language (EFL) classrooms, focusing on instructors’ perceptions of AI’s role, its effect on student performance, motivation, collaboration, and the barriers to its adoption. A quantitative descriptive survey gathered 32 valid responses from university instructors and was analyzed using SPSS. Questionnaire items were derived from literature themes and refined with expert input to ensure validity. Reliability was confirmed with Cronbach’s Alpha, indicating strong internal consistency. Descriptive statistics showed that most instructors held positive attitudes toward AI integration, with 92% expressing agreement or strong agreement. Inferential analyses revealed significant links between instructor perceptions and student outcomes, while regression results indicated that positive perceptions were strong predictors of improved learner performance, motivation, and collaboration. Despite these benefits, challenges such as technical hurdles, limited training, and ethical concerns were found to moderate AI’s positive impact. The study concludes that effective AI integration relies on instructor confidence and institutional preparedness, recommending systematic training, robust ethical guidelines, and infrastructure investment to maximize benefits in EFL education.