In line with the rapid advancement in educational technology, and the application of artificial intelligence (AI) in particular, the teaching and learning of the English language has undergone a significant transformation. This paper aims to explore students' perceptions of integrating AI into the English as a foreign language (EFL) learning process. To this aim, data were collected from 26 senior students in the Department of English Language Teaching at a state University in Türkiye through a background questionnaire and interviews. Findings revealed that utilization of AI language tools was advantageous in providing equality in learning opportunities, access to authentic materials, reduced reliance on traditional learning settings and instructors, access to accurate information, and supporting various learning activities such as receiving timely feedback, error correction, idea generation, planning, outlining, summarizing, paraphrasing, note-taking, and proofreading. It also offers advantages in improving pronunciation and fostering autonomous and adaptive learning, while also reducing anxiety. However, challenges associated with utilizing AI-powered tools include the presentation of inaccurate, artificial, and inauthentic information, incorrect statements, a lack of instructional guidance, a mechanical learning experience, hindrance to creative writing and speaking, and concerns over data privacy and security. Thus, reevaluating teachers' roles, enhancing digital literacy, intensifying the infrastructure for easier and more affordable access to AI tools, increasing expert guidance, and addressing privacy concerns are recommended in utilizing AI-powered tools in EFL settings. [This paper was published in: "EJER Congress 2024 International Eurasian Educational Research Congress Conference Proceedings," edited by Senel Poyrazli, Ani Publishing, 2024, pp. 121-126.]