This study aims to explore the experiences that EFL university students perceive as shaping their speaking self-confidence while using an AI-supported IDLE platform. (2). This study also aims to identify the factors that EFL university students perceive as shaping the development of their speaking self-confidence through AI-supported IDLE activities (3). A qualitative Narrative inquiry design was used to understand participants’ lived experiences in developing confidence through repeated practice and feedback (4). The findings revealed that students experienced speaking self-confidence as a gradual and fluctuating process involving initial hesitation, private speaking practice, AI feedback, reflection, target setting, and repeated attempts (5). The findings also showed that speaking self-confidence was shaped by external factors, including a private and non-judgmental environment, detailed feedback, institutional support, and technical access, as well as internal factors such as accepting weaknesses, setting learning targets, preparing, practicing repeatedly, and taking responsibility for improvement (6). Overall, the study concludes that students’ speaking self-confidence developed gradually through practice, feedback, and reflection, shaped by both external learning conditions and internal efforts to improve (7).