The introduction of new AI technologies, such as ChatGPT, Grammarly, and Automated Writing Evaluation, have made substantial adjustments to teaching writing in English as a Foreign Language (EFL). These new technologies have the potential to provide personalized, immediate, and data driven feedback which can help learners in a variety of areas, such as grammatical accuracy, vocabulary use, writing organization, coherence, and quality. The potential of AI driven tools remains unexamined in the context of instructional, technical, and ethical implications regarding the use of these types of technologies in EFL writing courses. This current study is guided by the following question: Considering learner’s writing performance, as well as the perception of EFL writing instructors and students, what are the opportunities and challenges of using AI powered tools in EFL writing Instruction? The study implemented a mixed-methods approach to provide a more thorough investigation of the use of AI writing technologies. In this study, a performance assessment and a perception questionnaire served as the basis of the quantitative data collection in the study to determine the effects of AI powered tools on EFL learners. The qualitative data collection comprised of teacher interviews and classroom observations to capture the challenges, strategies, and experiences of instructors. This study encompasses the major concerns on teacher preparedness, learner independence, automated feedback bias, and data-related ethical issues such as the privacy of information, algorithmic discrimination, and technology gap. This study seeks to balance the pedagogical merits of AI-based writing applications by defining results and stakeholder perspectives. There is a gap in the field of EFL writing pedagogy that this study seeks to fill by presenting findings on the almost obsolete AI technologies on the probable positive impacts and suggestions concerning the use of AI responsibly. This will assist EFL writing practitioners, curriculum developers, and decision makers; in the design and implementation of teaching strategies, teacher education, curriculum, and governance frameworks concerning the infusion of AI and other emerging technologies in language education.
