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The advent of Artificial Intelligence (AI) has drastically transformed English language education, and it offers innovative tools to learners that promote self-directed learning, which is a predominant aspect of heutagogical practices. This study investigates how AI tools enhance English language acquisition and learning among students in Tamil Nadu, focusing on their effectiveness, preferences, skill development, and challenges. A questionnaire-based experimental study was conducted with 50 student respondents. The survey included sections on awareness of AI tools, their frequency of usage, impact on learning, skill development, heutagogical practices, and challenges. Participants identified tools such as ChatGPT, Duolingo, Grammarly, and Turnitin as part of their learning process. Many respondents reported that AI tools made English learning easier and more enjoyable by enabling anytime, anywhere learning. They highlighted improvements in vocabulary, grammar, writing, and speaking skills. AI tools encouraged self-directed learning, with students setting goals, tracking progress, and identifying strengths and weaknesses. Many preferred these tools over traditional methods due to their flexibility and personalized feedback. The results underscore AI’s role in revolutionizing independent learning in line with heutagogical principles. While students acknowledged the effectiveness of AI tools, challenges such as internet connectivity, subscription costs, and privacy concerns were noted. To further enhance English learning, participants suggested integrating features like offline accessibility, gamified elements, and real-time feedback on speaking skills. This study highlights the importance of integrating AI into educational environments to support self-directed learning. Future research could explore the long-term impact of AI on learners’ proficiency and engagement.