This study explores English language teachers' perceptions of ChatGPT in English Language Teaching (ELT). The research aims to fill a research gap by examining teachers' views on integrating ChatGPT as an instructional tool and its implications for ELT practices. A mixed-methods approach was used, involving focus group discussions and an online survey with 115 English language teachers in Metro Manila, Philippines. Findings revealed that teachers perceive ChatGPT as a valuable tool for enhancing language learning, particularly in vocabulary expansion, writing practice, and improving language fluency and communication. Potential benefits include translation support, conversational practice, and access to information, while limitations include concerns about cheating, lack of contextual understanding, and reliability of information. Teachers also expressed concerns about the authenticity of AI-generated content and its potential impact on language learning outcomes. The study highlights the importance of considering teachers' perspectives when integrating emerging technologies like ChatGPT into ELT. It contributes to the literature on AI integration in ELT and offers practical recommendations for educators. The findings suggest that ChatGPT can be a useful supplementary tool in language instruction, but its effective use requires teachers to have a certain level of technological proficiency and knowledge. The study underscores the need for a balanced approach that considers both the potential benefits and challenges of using ChatGPT in ELT.This study explores English language teachers' perceptions of ChatGPT in English Language Teaching (ELT). The research aims to fill a research gap by examining teachers' views on integrating ChatGPT as an instructional tool and its implications for ELT practices. A mixed-methods approach was used, involving focus group discussions and an online survey with 115 English language teachers in Metro Manila, Philippines. Findings revealed that teachers perceive ChatGPT as a valuable tool for enhancing language learning, particularly in vocabulary expansion, writing practice, and improving language fluency and communication. Potential benefits include translation support, conversational practice, and access to information, while limitations include concerns about cheating, lack of contextual understanding, and reliability of information. Teachers also expressed concerns about the authenticity of AI-generated content and its potential impact on language learning outcomes. The study highlights the importance of considering teachers' perspectives when integrating emerging technologies like ChatGPT into ELT. It contributes to the literature on AI integration in ELT and offers practical recommendations for educators. The findings suggest that ChatGPT can be a useful supplementary tool in language instruction, but its effective use requires teachers to have a certain level of technological proficiency and knowledge. The study underscores the need for a balanced approach that considers both the potential benefits and challenges of using ChatGPT in ELT.