This presentation reflects on a project that aimed to help Japanese university students use artificial intelligence (AI) creatively and critically for English learning. The project involved in-class group work and out-of-class self-study. In the initial stage, groups created a three-week plan, selecting AI-based self-study tasks that addressed self-selected learning objectives. Each week they individually put the plan into action and recorded study notes outside of class, then met their group and teacher in class to reflect on their experiences, brainstorm solutions for problems, and modify their plans when necessary. At the project’s conclusion, students submitted a reflective report about their experiences and learning outcomes. Twenty-six students from eleven groups consented to their coursework being treated as data. Groups with different learning goals (conversation skills, writing, reading, vocabulary) will be presented, drawing on examples of learning plans, problems faced, problem-solving strategies, and students’ reflections on using AI as a learning tool. The presentation will also include reflections on project design, implementation, and initiatives taken by the teacher to actively support students, along with changes planned for future projects. This study highlights the importance of teacher guidance for student exploration of AI and could inform practice in other contexts.