Future language teachers meet AI-enabled language learning tools twice: as learners who use them now, and as professionals who may soon bring them into their own classrooms. This article reports a cross-sectional survey of pre-service English teachers at one Kazakhstani pedagogical university. Thirty-eight third- and fourth-year students took part, and 33 confirmed using AI-enabled language learning tools within the previous twelve months. The questionnaire was adapted from the Technology Acceptance Model and covered perceived usefulness, perceived ease of use, behavioral intention, an additional block on future professional use, a usage profile, and two open-ended questions. Internal consistency of the multi-item scales was satisfactory (Cronbach's alpha 0.74–0.80). ChatGPT-type chatbots turned out to be the most widely used tools (81.8%), and vocabulary and writing were the skills students practised most often. Perceived usefulness received the highest composite rating (M = 3.80) and perceived ease of use the lowest (M = 3.44). Usefulness correlated positively with behavioral intention (rho = 0.53, p = 0.002), whereas usage frequency showed no significant association with intention. Open-ended responses pointed to infrastructural barriers, distrust of answer accuracy, and the quality of Kazakh-language adaptation. Implications for foreign language teacher education programmes are discussed.