This study investigatedthe perceptions of Vietnamese tertiary-level English as a Foreign Language (EFL) teachers regarding the use of ChatGPT,  an  advanced  artificial  intelligence  (AI)  language  model,  in students’fairy  tale  retelling  writing  tasks.  Employing  a  qualitative methodology, the research involvedsemi-structured interviews with nine EFL  teachers  from  two  Vietnamese  institutions  representing  a  range  of teaching   experiences:   novice,   mid-career,   and   near-end-career. The technology acceptance model  (TAM)  and constructivistlearning theory (CLT) framed  the  study,  providing  a  dual  perspective  on  technology integration  in  language  education.  The  thematic  analysis  revealeda spectrum  of  challenges  and  opportunities  in  integrating  ChatGPT  into language teaching. Key challenges include concerns about over-reliance on  AI,  cultural  and  contextual  misalignments,  integration  with  existing teaching   methods,   language   accuracy   issues,   impact   on   creativity, technical barriers,  and ethical considerations.  Conversely,  opportunities identified   encompass   enhanced   student   engagement,   personalized learning,   professional   development   for   teachers,   improvement   in language  proficiency,  reduction in  teacher workload, encouragement  of technological  adoption,  and  fostering  of  critical  thinking  and  creativity. The  study  suggests  a  need  for  balanced  AI  integration  in  language education,  emphasizing  personalized,  interactive  learning  experiences and professional development for teachers.