The article discusses didactic issues of implementing of AI-assisted tools into foreign language training of linguistics students. The purpose of the study evaluate the potential and analyze the case of integrating an AI-assisted tool into a foreign language course. Methodologically the study rests on two didactic approaches, namely a competence-based approach and a personal activity approach. The analysis of the functional scope of AI-assisted tools used for academic linguistic and practical linguistic purposes is carried out. A brief comparative analysis of the available options with an account of essential functional characteristics is given. Based on the needs-analysis the choice of a particular platforms for the training process is reasoned. A set of teaching principles was observed to master the target skills in the experiment. To estimate the efficiency of the training process and development of the target skills, a questionnaire was compiled and offered to students. The analysis of students’ performance as regards the focus communicative interaction skills was carried out. Challenges in combining traditional and AI-assisted tools in the educational process are analyzed; the ways to overcome them are recommended. The study suggests that the use of AI-assisted tools in foreign language training of linguistics students can be based on a combined approach aimed at improving the quality of individual work and further consolidation of target skills in contact time.