This article examines the pedagogical integration of artificial intelligence (AI) tools in B2-level foreign language classrooms, with particular attention to both instructional methods and associated challenges. Grounded in theories of communicative competence, Communicative Language Teaching (CLT), and technology-enhanced language learning (CALL and MALL), the study argues that AI technologies—such as conversational agents, writing assistants, speech recognition tools, and adaptive learning platforms—can significantly enhance learners’ interaction, autonomy, and access to individualized feedback. The paper outlines practical methods of implementation, including AI-supported speaking tasks, writing revision processes, task-based activities, pronunciation training, and vocabulary development. At the same time, it critically addresses key limitations, including overreliance on AI, risks to academic integrity, issues of accuracy and reliability, the digital divide, and ethical concerns related to data privacy. The findings suggest that while AI offers substantial benefits for developing communicative competence at the B2 level, its effectiveness depends on careful pedagogical design, teacher mediation, and critical use by learners. The article concludes that AI should function as a supportive tool within a structured instructional framework rather than a substitute for active language production and cognitive engagement.