Background/purpose; There is an ongoing debate on the potentiality of using AI for educational purposes, ranging from some optimistic views that anticipate AI to continue changing the interface of language education on one side, to a more cautious camp questioning the efficacy of the issue. As a significant group of stakeholders in the educational enterprise, students should be considered central to this debate, as any potential changes in the educational plans and policies will have a direct impact on their learning outcomes. Materials/methods: This study examines how students perceive tools of artificial intelligence to guide their language learning experiences in the Kuwaiti context. The quantitative approach was employed in this research, where students from the Public Authority of Applied Education and Training (PAAET) in Kuwait participated in the study by completing a questionnaire concerning what they think of AI as a learning toolkit. Findings indicate that inferences about learners' technological aptitudes should not readily be accepted by members of academic institutions and that learners' perceptions provide valuable insights in this matter. Results: The study uncovers some interesting findings on the realms of the importance of learner technological readiness, reliance on AI as an exclusive source of education, the social aspects of the learning process, and some ethical issues concerning trust and security. Conclusion: The study attracts attention to the value of learners' perceptions in the transition to a digitally geared educational environment. It underscores the need for a prudent approach to integrating AI in teaching and learning experiences. This is why decision-makers need to engage in a careful appraisal of the role AI currently plays and can play in the future.