The primary objective of this study was to explore students’ awareness and experiences of text-generative AI tools, half a year after the release of ChatGPT, with a particular focus on how these tools are perceived and utilized in different contexts. We sought to understand the extent to which these tools are recognized and used by students, and how their usage varies between academic and non-academic settings. Our investigation revealed that while there is a high level of awareness of these tools, particularly ChatGPT, their actual usage remains limited. We found that these tools are most commonly used for non-academic private purposes, suggesting that they are primarily seen as sources of entertainment and information gathering rather than tools for academic learning and research. Some students acknowledged the effectiveness of these tools in language learning, indicating a potential usefulness in educational contexts. Nevertheless, their integration into language education is still in its early stages, and there are significant challenges in their practical usage. This study underscores the need for further research and development in this area, particularly in developing effective ways to use AI tools in education and enhancing learning and teaching methods. It is our hope that this research will contribute to the ongoing dialogue about the role of AI in education and help shape future strategies for its implementation.