Artificial Intelligence (AI) has become a necessity in both daily life and academia, greatly expediting the execution of tasks. AI is essential to improving the quality of education (SDG 4) in language studies especially in building students’ technological confidence. In order to support SDG 4, this study examines students’ efficacy levels with Personalised AI Language (PAL) tools, the relationship between English proficiency and PAL usage, and the correlation between students’ prior experience and use of PAL tools. Utilizing quantitative research methods and a web-based survey with 55 participants, the results show that the majority of them feel competent and at ease using PAL tools. Their levels of self-efficacy are similar regardless of their prior experience, and there is a small positive correlation between self-efficacy and English proficiency. The study implies that although PAL resources improve accessibility and self-efficacy in English learning, more study is required to determine how variables like motivation and learning preferences may affect efficacy.