This study investigates the use of artificial intelligence (AI) tools in autonomous learning of English pronunciation among EFL learners. Pronunciation remains a challenging yet essential component of communicative competence, often receiving limited attention in traditional instruction. With the growth of digital technologies, AI-based tools offer new opportunities for independent practice, personalized feedback, and learner-centered development. The research adopts a mixed-method design, combining AI-assisted pronunciation analysis with questionnaire data to examine learners’ experiences and practices. Special attention is given to the Kazakhstani EFL context, where differences between native and target language systems influence pronunciation acquisition. By integrating theoretical perspectives and empirical methods, the study aims to better understand how AI can contribute to developing learners’ pronunciation skills and autonomy.