The integration of artificial intelligence (AI) in educational settings has the potential to revolutionize pedagogical approaches and enhance student learning outcomes. This study examines the impact and acceptance of AI tools, particularly ChatGPT, on the learning experiences of 2,129 students from the Department of English Studies at the Faculty of Letters and Human Sciences in El Jadida, Morocco. Data were collected through a questionnaire administered to all students (1,900 answers were handed in) and through interviews conducted with 20 groups of 32 students each, representing 30% of the population. Quantitative data were analyzed using principal component analysis (PCA), while qualitative data from interviews were used to understand and comment the result of statistical analysis. The findings reveal a growing tendency among students to use AI tools, especially ChatGPT, to understand various language rules and improve their writing skills. However, this use remains cautious and concealed, significantly influenced by cultural attitudes and fear of academic repercussions. The analysis indicated that students’ acceptance of AI is positively correlated with their perception of its effectiveness. Moreover, a strong correlation was found between students’ willingness to use ChatGPT and their previous experiences with AI. Based on these results, the study recommends a shift in academic culture to embrace AI as a transformative tool for teaching and learning processes. Specific recommendations include the development of guidelines for ethical and effective use of AI in the classroom, promote teacher tolerance and encouragement of AI use, and address ethical concerns related to AI.