The incorporation of AI in education has revolutionised teaching practices by providing tools to reduce workload and enhance task diversity. In Vietnam, the utilisation of AI in language education is capturing educators’ attention and offering significant potential to innovate task creation. Among these tools, Diffit stands out as a particularly user-friendly and efficient option for teachers to automatically create reading quizzes. However, little research has been conducted to explore teachers’ perspectives on its benefits and challenges in practical use. This study investigates the attitudes of 18 EFL teachers at a university in Hanoi towards utilizing Diffit in their reading lessons. The study employed a mixed-methods approach, including pre and post intervention online surveys to examine shifts in teacher’s perceptions and semi-structured interviews with 8 teachers to gather deeper insights. The findings indicated that teachers generally hold positive attitudes towards Diffit in generating reading quizzes, while also highlighting some challenges in its implication. This paper offers practical implications for exploiting AI-driven tools, especially Diffit to improve teaching effectiveness.