This study explores the integration of ChatGPT and Google Bard into a Critical Project-Based Language Learning (Critical-PBLL) framework for Korean university students. Critical-PBLL, an extension of Project-Based Learning, emphasizes reflective and critical thinking while fostering language acquisition and knowledge construction. Over a six-week general English course, learners engaged with generative AI tools to complete tasks like group journals and oral presentations. These tools, valued for their ability to generate structured English and diverse perspectives, supported tasks such as problem identification, solution generation, and reflective analysis. The results revealed key accordances: enhanced knowledge construction, improved reflective thinking, and increased engagement through playful learning experiences. Students appreciated the innovative approach, expressing that it felt less burdensome and more interactive compared to traditional methods. However, challenges arose, including over-reliance on AI tools, reduced group discussions, and difficulties with prompt literacy and critical thinking tasks. Participants noted a need for structured guidelines to balance AI use and improve collaborative engagement. This study concludes that incorporating generative AI tools into Critical-PBLL can significantly enhance English education, provided that proper frameworks and literacy guidelines are established. It suggests that integrating AI outputs into reflective and learner-centered practices offers a promising direction for future educational innovation.