While generative artificial intelligence (GenAI) tools have had a transformative impact on language education, the actual use of these tools by language learners in everyday learning remains underexplored. To address this gap, we conducted a qualitative study with 150 students at a Chinese university, using narrative frames to investigate their engagement with GenAI. Students reflected on their language learning experiences and provided evidence (e.g., screenshots) of GenAI use, focusing on critical incidents they encountered. Follow-up interviews with 10 students explored their motivations, values, and reflections on GenAI. The findings showed that students engaged with GenAI in a basic manner, with potential ethical concerns about when and how to apply it in different aspects of their language learning and assessment. The rise of GenAI also led to negative feelings about the traditional roles of language teachers and students’ self-perceptions as learners. This highlights the need for digital literacy education regarding GenAI and emphasizes the importance of maintaining the humanistic nature of language teaching. This aspect should not be overshadowed by a technical view amplified by GenAI. The study concludes with practical implications for integrating GenAI ethically and sustainably into language education.