This study explores the factors influencing the acceptance of ChatGPT, an artificial intelligence chatbot, for English Language Teaching (ELT) among Iranian EFL (English as a Foreign Language) teachers. The research framework is grounded in the Technology Acceptance Model (TAM), augmented with external factors pertaining to system characteristics and individual factors. A survey questionnaire was administered to 234 Iranian EFL teachers to collect data for analysis. Quantitative methods were employed to analyze the gathered data. The findings substantiated 13 of the 14 hypothesized relationships, unveiling significant associations among multiple variables. These relationships encompassed perceived ease of use (PEOU) and perceived usefulness (PU), PEOU and behavioral intention to use (BI), PU and BI, perceived system quality (PSQ) and PU, PSQ and PEOU, online course design (OCD) and PU, PSQ and PEOU, perceived enjoyment (PE) and PEOU, PE and PU, PE and BI, perceived self-efficacy (PSE) and PU, PSE and PEOU, and subjective norm (SN) and PU, SN and PEOU. However, no statistically significant correlation emerged between OCD and PEOU. The implications of these findings are discussed, and suggestions for future research are presented.