Abstract Artificial Intelligence (AI) has progressively altered global language teaching and learning experience, offering personalized instruction, cognizant, learner-centered feedback and adaptive instructional assistance. However, there is a dearth of empirical evidence on these multidimensional functions of artificial intelligence within open and distance learning institutions in Nigeria. This study investigated the effects of artificial intelligent (AI) tools on English language learning among students of National Open University of Nigeria( NOUL), Abakaliki Study centre, Ebonyi State. This study employed a cross-sectional survey design with a purposive sample of 150 students selected from a population of 410. A structured questionnaire was used to collect data and analyzed them using frequencies, percentages, and mean scores. The results indicated that the students were aware of the development of AI tools, had positive attitudes toward their use, were willing to adopt them for English learning and recognized their contribution to enhancing writing, reading, speaking and overall learning significantly. The findings of this study also revealed that despite their benefits, weak internet connectivity, high data costs, low digital skills and a lack of institutional support constrained the effective use of such technologies. The study, therefore, concluded that AI has enormous potential to enhance English language learning in open and distance education, while recommending that standard digital infrastructure, institutional policies, and literacy initiatives are should be provided by relevant authorities, institutions and agencies. Keywords: Artificial Intelligence, English Language Learning, National Open University of Nigeria, Open and Distance Learning, Students' Awareness.