Abstract
This paper examines Further Education and Training (FET) language teachers' perceptions on the use of ChatGPT to enhance ESL learners' writing proficiency in township schools. It posits that in the context of South African township schools, where resource constraints impact language acquisition, AI-powered tools like ChatGPT present new opportunities to support English Second Language (ESL) learners, but successful integration necessitates addressing its limitations such as ethical concerns, inadequate technological tools, teacher’s poor technological competency especially the older generation. The study employs a qualitative research methodology utilizing semi-structured interviews and thematic analysis to gain in-depth insights into teachers' perspectives using secondary sources. Findings reveal substantial benefits, such as personalized learning, instant feedback, generating writing prompts, and fostering learner autonomy, concerns persist regarding learners’ over-reliance on AI, ethical implications, and the need for teacher training. The importance of interpretivist philosophical paradigm is emphasized for examining teachers' experiences and beliefs on the use of technology to improve ESL learner’s English proficiency. Recommendations include investing in structured professional development programs to equip FET language teachers with AI literacy, along with policy guidelines for integrating ChatGPT effectively in ESL classrooms. Collaboration among policymakers, educators and technology providers is important to navigate through AI integration complexities and bridge learning gaps in underprivileged educational settings, fostering improved writing skills among township learners.