The integration of Generative AI into English as a Foreign Language (EFL) learning for young children has attracted increasing attention in recent years. Advocates argue that AI-powered tools can provide personalized learning experiences, adapting content to match individual learners’ proficiency levels, interests, and pace. For example, AI chatbots can simulate conversational partners, offering immediate feedback and allowing children to practice language skills in low-anxiety environments. Such features are particularly valuable in contexts where access to native speakers or well-trained teachers is limited. In addition, Generative AI can enhance multimodal learning by combining text, images, and audio, thereby catering to diverse learning styles. Young learners, who often benefit from visual and interactive stimuli, may find AI-assisted activities more engaging than traditional textbook-based instruction. Furthermore, AI systems can track learner progress over time, enabling teachers to make more informed instructional decisions. However, the integration of Generative AI also presents significant challenges. One major concern is the potential for inaccuracies or inappropriate content generated by AI systems. Young children, who may lack the critical thinking skills to evaluate such outputs, are particularly vulnerable to misinformation. Another limitation is the reduction of authentic human interaction. Language learning is inherently social, and excessive reliance on AI tools may hinder the development of pragmatic and interpersonal communication skills. Moreover, issues of data privacy and screen overexposure cannot be overlooked. Young learners may spend increased time on digital devices, raising concerns about their physical and cognitive development. Finally, the effectiveness of AI integration largely depends on how it is implemented. Without proper guidance from teachers, AI tools may become distractions rather than meaningful learning aids. While Generative AI offers promising opportunities for enhancing EFL learning among young children, its limitations highlight the need for careful and balanced integration. Educators must critically evaluate both its pedagogical benefits and potential risks to ensure that technology supports, rather than replaces, meaningful learning experiences.