The potential of Artificial Intelligence (AI) to aid language acquisition has gained attention as it is increasingly incorporated into education. This study investigates the role of AI in assisting non - English major university students in the pre-task planning stage of speaking activities. Data were collected using a mixed-methods methodology, integrating qualitative information from student interviews and classroom observations with quantitative data from speaking evaluations conducted from control group and experimental group. Results show that when compared to students who employed conventional preparation techniques, those who utilized AI-supported pre-task planning tools performed better in speaking in terms of fluency, coherence, vocabulary, and grammar. Additionally, qualitative data highlight students' positive perceptions of AI tools as supportive, interactive, and personalized learning aids. The study comes to the conclusion that integrating AI into pre-task planning can improve the development of speaking skills and encourage learner autonomy in EFL environments, especially for students who are not majoring in English. Implications for language instruction and technology-enhanced learning are also discussed.