This study investigates AI-driven learning tools for undergraduate university students to enhance their English skill proficiency from three perspectives: ethical, pragmatic, and pedagogical viewpoints. With their support, allowed by intelligent systems of tutoring, language learning, and natural language processing applications have become personalized and adaptive. Just at the very moment, its practical integration leads to a whole set of problematic ethical issues linked to data protection, algorithm bias, and transparency. Other major issues to be considered for ensuring trust and security in AI-powered education systems include the chance of complex cybersecurity breaches with unauthorized access to sensitive student data. The study will also explore the practical challenges of integrating AI technologies into diverse educational settings, such as digital literacy, accessibility, and resource limitations. Also, some of the pedagogical implications of AI are that traditional teaching must change, and educators need to move with the times. The findings are expected to give actionable insights for educators, policymakers, and developers in the creation of secure, effective, and inclusive AI tools that improve proficiency in the English language while fostering equitable learning environments in higher education.