The advent of online learning technologies has transformed what it means to engage in second language acquisition (SLA). AI tools and asynchronous learning have become a major factor influencing motivation and success of L2 learning, providing students with feedback and flexibility that is often missing without these tools. When students lack immediate access to their professor’s expertise, access to feedback from an AI didactic can be critical to the learning process with respect to emotional and intellectual components. At the same time, with many students opting for asynchronous learning due to the flexibility to complete their coursework on their own schedule, and could access learning materials, which is extremely useful for adult learners who manage multiple responsibilities. This research combines all of these previous experiences and investigates the impact of the implementation of AI and asynchronous learning online as ways to enhance motivation and aid in L2 acquisition. One group of participants was compared, which included English learning Russian natives in an obviously non-authentic context. The study employed both qualitative or objective and quantitative or subjective methods. The findings of the assessment and discussed to provide greater insight into the patterns that comprise second language acquisition and learning.