Lamri, RedhouaneSenoussi, Nadjet2024-10-242024-10-242024http://dspace.univ-oeb.dz:4000/handle/123456789/20252Recent advances in artificial intelligence have revolutionized education, particularly in enhancing writing skills. This research is aimed at going into the perceptions and attitudes of EFL learners towards using AI writing tools, especially the Grammarly software. Both quantitative and qualitative data were used; the quantitative data were collected using questionnaires, while the qualitative assessment used interviews conducted with respondents from the English department of Larbi Ben M’hidi University. The findings revealed a high awareness of using AI tools, among EFL learners and also unveiled realities about its relatively frequent application by students in fulfilling their daily academic writing tasks. In this aspect, most informants showed positive attitudes towards the applications of technology in learning language and considered AI to be beneficial in improving both their language learning and writing skills. Students also acknowledged having challenges in pre-writing, planning, drafting stages. Thus, they considered using tools like ‘Grammarly’ important in coping with such challenges. On the other hand, the interviews helped a lot in investigating learners’ perceptions about the adopted AI tools as they pinpointed their usefulness in enhancing their grammatical and vocabulary knowledge, spelling, and effective use of vocabulary. Therefore, the study additionally demonstrated that AI writing tools play a pivotal role in improving students ‘writing skills and, consequently, should be implemented into the educational scene under university experts’ supervision to secure privacy, decrease passivity and eliminate students’ total reliance on AI tools.enOther