This study investigated the motivational factors that encouraged EFL learners to engage in AI-mediated speaking practice using AI Speech Evaluation Systems (Moodie.ai) and explored how these motivational factors evolved over time. Guided by Dörnyei’s (2009) L2 Motivational Self System, this study employed a qualitative narrative inquiry design involving three undergraduate EFL learners. Data were collected through semi-structured interviews and speaking practice artifacts and analyzed using thematic analysis. The findings revealed that learners’ motivation was shaped by three dimensions of the L2 Motivational Self System: the Ought-to L2 Self, the L2 Learning Experience, and the Ideal L2 Self. Learners’ experiences led to two motivational trajectories: sustained engagement in speaking practice for learners who perceived the experience positively and requirement-driven engagement for those who perceived it negatively. The study highlights the importance of creating speaking learning environments that not only provide opportunities for practice but also sustain learners’ motivation to engage in repeated speaking activities over time.