The study explored the educational potential of the application of student-generated digital visual content for learning English as a second language (ESL) by undergraduate students enrolled in the course Foreign Language which is actually Introduction to Legal English. This study used a mixed-methods approach. The researchers designed a quasi-experimental design to examine whether the students' creation of visual content, supported by structured use of artificial intelligence (AI), could improve second language learning outcomes, increase motivation, and promote critical engagement with digital tools. The experimental group was tasked with creating personalized visual learning materials. The applied approach was structured in several steps, from creating simple forms including infographics and comparative charts to poster presentations and digital video passion projects. The algorithm for collaboration with AI and the work with specific features of AI-generated materials was applied aimed at making a student a critical consumer of this content and mitigating potential drawbacks of using AI. To assess the learning outcomes after the intervention, the post-test was administered, which revealed that the studied instructional design had a positive impact on language development across all aspects checked. The questionnaire, which included both open-ended and closed-ended questions, investigated students' perceptions of the applied methodology and faced challenges. The findings showed that students perceived integrating visual creation and structured AI-supported activities into English language learning as beneficial for language skills development, boosting motivation and interest, and the advancement of digital literacy.