<![CDATA[Artificial Intelligence (AI) has been increasingly utilized to support language learning; however, studies that comprehensively examine its role in stimulating students' cognitive, affective, and language skills, as well as the challenges of its implementation, remain limited. This study aimed to explore the role of AI in stimulating students' cognitive abilities, affective development, and language skills while identifying the challenges encountered during the learning process. A mixed-methods approach was employed by integrating quantitative data collected through questionnaires with qualitative data obtained from semi-structured interviews. A total of 100 students from four classes were selected using purposive sampling. Quantitative data were analyzed using descriptive statistics, whereas qualitative data were examined through thematic analysis. The findings revealed that AI played a positive role in stimulating students' cognitive abilities (M = 3.34, SD = 1.07), language skills (M = 3.30, SD = 1.00), and affective development (M = 3.13, SD = 1.06), with cognitive stimulation emerging as the most dominant dimension. The qualitative findings further indicated that AI enhanced learning efficiency, language practice, the quality of feedback, and self-regulated learning. However, the effective implementation of AI depended on students' digital literacy, critical thinking skills, and technological infrastructure, while excessive reliance on AI could diminish creativity, critical thinking, and learner autonomy. This study concludes that AI serves as a supportive educational technology capable of optimizing language learning in a more effective, contextualized, and student-centered manner when integrated critically, ethically, and pedagogically]]>
