This study examines Intelligent Tutoring Systems (ITSs) as communication technologies within second language learning in higher education. Rather than viewing ITSs solely as adaptive instructional tools, the research focuses on their communicative functions in mediating learner–system interaction, supporting learner autonomy, and sustaining engagement in digitally mediated English language learning environments. The study adopts a mixed-methods research design combining questionnaire data and learning analytics collected from 300 undergraduate students studying English as a second language. The questionnaire explored students’ perceptions of ITSs across three dimensions: communicative interaction and language skill development, adaptivity and usability, and overall instructional effectiveness. The results indicate that students most frequently use ITSs for listening, reading, and controlled speaking and writing practice, which they associate with improvements in pronunciation, fluency, and communicative confidence. Personalized feedback, flexible pacing, and opportunities for repeated practice were identified as key factors supporting learner autonomy and sustained engagement. At the same time, the findings reveal limitations in the communicative depth of ITSs, particularly in open-ended speaking and writing tasks, and highlight students’ expectations for more interactive and dialogic features. The study concludes that Intelligent Tutoring Systems function as communicatively oriented learning environments that mediate interaction and support self-regulated second language learning, while emphasizing the need for pedagogically grounded integration and further development of their communicative capacities.