The purpose of this study was to examine EFL faculty members' perceptions, competencies, current practice, and preparation in IncorporatingArtificial Intelligence (AI) Tools in their teaching and learning activities in relation to various variables (gender, age, teaching experience, academic level differences, training), as well as obstacles that hinder them from making effective use of AI tools. A total of 71 members of the Faculty of Languages and Translations at King Khalid University (FLT, KKU) participated in this research. They filled out a five-point Likert scale questionnaire, which was then evaluated quantitatively. Following that, 12 participants were contacted for follow-up interviews. Although FLT staff members had positive views of the utility of AI resources in language teaching and learning, and they were familiar with AI usage mainly in their personal lives and, to a lesser extent, in teaching activities, they were less likely to incorporate them into their language teaching. Continuous professional development, according to the results, should be regarded as a primary solution for helping staff members in improving their AI skills and motivating them to remain updated with recent developments in ELT.