The rapid growth of research on the role of AI in reshaping L2 learning (Yan, 2023), its benefits for learners (Liu et al., 2024), and its ability to enhance autonomy (Chang & Sun, 2024) has generated significant interest. However, recent studies highlight the negative impact of AI on learners’ cognitive abilities (Zhai et al., 2024). This study explores AI use in a challenging EFL context. Data were collected through an online survey and post-survey interviews. 921 EFL learners from six Iraqi universities participated in the survey, and 24 learners participated in the interviews. The findings indicate that 78% of respondents reported using AI, with ChatGPT and Google Translate being the most frequently used tools. The purposes for AI usage included paragraph translation, completing assignments, serving as search engines, summarizing and paraphrasing texts, and assisting in research writing. Most learners indicated they relied on AI in problem-solving, with 56% agreeing that its responses were accurate and did not require further verification. These findings raise concerns regarding the overreliance on AI, with learners accepting AI-generated responses without scrutiny, preferring quick solutions, and resorting to cognitive shortcuts. This reliance limits active language production and reduces engagement with learning experiences, hindering cognitive abilities development.