In this presentation, a project investigating the use of a generative AI chatbot to support development of self-regulated learning (SRL) skills among university EFL learners will be discussed. Core SRL processes—including goal setting, planning, and strategy selection—often require co-regulation and scaffolding from instructors. However, this can potentially undermine learner autonomy, while variables such as class size and schedules can make it difficult to provide assistance when needed. One alternative is shifting the locus of co-regulation to AI systems capable of generating context-specific learning goals and study plans, allowing students to generate bespoke goals tailored to individual needs and interests. Using the poe.com platform, a chatbot was configured and implemented to guide students in creating, revising, and refining learning goals. In parallel, students maintained study logs to document progress, identify obstacles, and adjust goals or strategies in response to difficulties encountered. Initial findings suggest that students perceived the chatbot as helpful for goal generation and initially engaged with its recommendations, although engagement decreased over time. Mixed-methods data drawing on sources including chatbot records, study logs and a reflection questionnaire will be presented to illustrate how AI-supported interventions may be effectively tailored to the needs of language learners.