The increasing adoption of Artificial Intelligence (AI) in education has transformed pedagogical practices globally; however, in many developing contexts, including Nigeria, its integration into English language teaching remains limited and underexplored, particularly at the polytechnic level. Thus, this study examines the awareness, exposure, perceived benefits, and implementation challenges of AI in the teaching of English communication skills among English language lecturers in polytechnics in Bauchi State. The study adopted a qualitative research design, and ten lecturers were purposively selected from two polytechnics. Data were collected through semi-structured interviews. The findings reveal that lecturers possess a moderate level of awareness of AI tools, with varying degrees of exposure to their use in pedagogical contexts. The findings also show potentials of AI to enhance teaching effectiveness, improve student engagement, and reduce instructional workload. The study further finds that the adoption of AI in English language instruction is constrained by several interrelated challenges. These include inadequate technological infrastructure, insufficient training and professional development opportunities, unreliable internet connectivity, and concerns about overdependence on automated systems in language teaching. The study concludes that although AI presents significant opportunities for improving the teaching and learning of English communication skills, its pedagogical value can only be fully realised through targeted institutional support, sustained capacity building for lecturers, and the development of enabling policy frameworks that address existing infrastructural and professional gaps.