The research analyzes the use of AI-based technologies in university French classes at the beginner level and assesses the feasibility of integrating these technologies into the structure of the educational process for adapted and personalized learning. The authors use the experimental method, including diagnostic tests, to determine whether it is appropriate to use AI-based tools at the beginning level of French teaching and learning. To determine the dynamics of learners’ achievements while using AI-based tools in French learning, the authors applied the methods of quantitative counting and comparative analysis of data obtained at the pre- and post-testing. To gather feedback on students’ using, evaluating, and perceiving AI-based tools in French learning, the authors used the questionnaire method. The results of this research demonstrate the advantages of using digital tools based on AI in French learning to develop linguistic competence, significantly improve learning outcomes, and make the language learning process more efficient. The originality of this research lies in the fact that it focuses on analyzing the use of AI-based technologies in French learning at the beginner level. The use of AI in education has become increasingly widespread. However, it is still relatively under-researched. Thus, this research contributes to developing the field of education and pedagogy by proposing an analysis of specific application scenarios and an assessment of the effectiveness of AI-based technologies in French learning.