<![CDATA[ Artificial intelligence (AI) is rapidly reshaping foreign language learning by providing learners with immediate linguistic support, conversational practice, adaptive feedback, and opportunities for learning beyond formal classroom time. Yet the pedagogical value of AI cannot be reduced to technological availability alone. This qualitative study is designed to explore how 30 university students experience AI-supported foreign language learning, with particular attention to speaking development, learner agency, engagement, feedback, confidence, self-regulated learning, and critical AI literacy. Data are to be collected through semi-structured interviews and, where available, supplementary learning reflections or AI interaction records. The study adopts reflexive thematic analysis to identify patterns in how students use AI to rehearse speech, generate ideas, expand vocabulary, check grammar, seek pronunciation support, manage speaking anxiety, and regulate independent learning. At the same time, the study examines tensions related to inaccurate output, dependency, superficial learning, privacy, academic integrity, and the limited authenticity of machine-mediated interaction. The manuscript proposes Guided Human-AI Language Learning (GHAILL) as an interpretive model in which learners move from goal setting to AI-mediated practice, critical evaluation, linguistic modification, human communication, and reflection. The central argument is that AI is most educationally valuable when it functions as a scaffold and rehearsal partner rather than a substitute for learner thinking, teacher guidance, or human interaction. The study contributes to emerging scholarship on generative AI in language education by connecting AI use with agency, self-regulation, willingness to communicate, and speaking development in a university context.]]>
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