The increasing availability of artificial intelligence (AI) tools has begun to reshape English as a Foreign Language (EFL) learning in higher education. However, students’ engagement with these tools extends beyond practical use to include evaluative considerations regarding their academic appropriateness. This study adopts a mixed-methods design to investigate EFL students’ perceptions, acceptance, and use of AI tools at a regional university. Quantitative data were collected through a questionnaire administered to approximately 300 undergraduate EFL students, examining multiple dimensions of perceptions, levels of acceptance, and self-reported AI tool use in EFL learning. Descriptive and correlational analyses were conducted to explore relationships among these constructs. Qualitative data from open-ended responses and follow-up interviews further illuminate students’ reasoning when reflecting on AI-supported practices. The results indicate generally mixed perceptions of AI tools, with acceptance and use varying among students. Significant associations were found between perceptions, acceptance, and self-reported use. Qualitative findings reveal that students’ views are shaped by considerations related to academic integrity, perceived educational values, and contextual norms. The study highlights the role of mediating acceptance and contributes to discussions on what constitutes acceptable, legitimate, and responsible AI use in EFL education within regional university contexts.