Introduction. The article examines the role of generative AI tools in teaching students studying Chinese as a foreign language. The purpose of the study is to identify the factors determining students' choice between a traditional textbook and AI tools when learning Chinese. Methodology and Methods. A pilot closed-ended survey of students (n=26) was conducted regarding their preferred means of studying Chinese as a foreign language. Results. AI tools are preferred by 50.0% of respondents, another 26.9% use them on par with a textbook; only 7.7% chose the textbook alone. AI is most in demand for conversational practice (73.1%) and checking assignments (61.5%), and least in demand for explaining grammar (23.1%); not a single respondent completely rejected AI. The factors determining choice were identified as speed of obtaining an answer (57.1%) and constant availability (21.4%); content- and methodology-related factors together accounted for 14.3%. Scientific novelty. The factors determining students' choice between a traditional textbook and generative AI tools when learning Chinese as a foreign language have been identified. Practical significance. The results of the study show in which types of learning activities students most actively use generative AI tools, which makes it possible to more reasonably distribute functions between the traditional textbook and AI when organizing instruction.