Abstract
This study explores the impact of artificial intelligence (AI) on English as Second Language (ESL) learning through the lens of 36 teachers from diverse educational settings in Kazakhstan. An online survey combining quantitative and qualitative data reveals that while AI tools like personalized content and AI-driven feedback can enhance student engagement and autonomy, concerns remain regarding over-reliance, equitable access, and ethical implications. The findings highlight the need for a balanced and critical approach to AI integration in language education, supported by teacher training and robust digital literacy initiatives. This study contributes practical insights for optimizing motivation in language classrooms through strategic AI integration, while acknowledging its limitations and potential biases.