Artificial Intelligence (AI) has been exerting a revolutionary and profound impact on the teaching of English as Foreign Language (EFL) for decades. In spite of these acknowledged advances, teachers have numerous reservations and objections against the adoption of AI-based applications. In order to facilitate the proper use and produce an instrument in AI-based applications selection for EFL teachers, this study attempts to identify and assess factors affecting teachers' adoption based on technology acceptance theories. The present study proposed a multi-criteria decision-making model under the framework of the VAM, which comprises four main factors and ten sub-factors adopted from prior studies. After collecting opinion data from 17 experts, the Analysis of Analytic Hierarchy Process (AHP) was employed to weight and prioritize these factors. The results found effectiveness, efficiency and complexity were the most influential elements encouraging teachers to use AI-based applications in EFL. Perceived fees and rewards were of less concern. Perceived time, flexibility and pleasure were identified as of intermediate importance in the adoption. Together with these factor weights, the article provides insights into teachers' experiences of AI application adoption processes.