<p>Artificial intelligence (AI) is experiencing evolutional changes currently, influencing nearly all areas of society and, mainly, the way we learn. This has promoted many scholars and practitioners in the field of education to consider AI as a significant topic for research. This study investigates EFL students’ perceptions regarding the impact of AI-powered tools on their academic writing practices. To achieve the aim of the study, Grammarly, Wordtune, ChatGPT and Quillbot were utilized in the course of “Academic Writing 2” at a private university in Oman. The study involved 30 EFL students who enrolled in that course. Using a qualitative approach via learning journals, observations, and focus-group interviews, the data obtained were triangulated to ensure valid, reliable, and unbiased results, leading to a comprehensive understanding of the investigated phenomenon. The results of analyzing the data obtained from these multiple sources revealed that most of the participants demonstrated positive perceptions towards utilizing Grammarly and Wordtune for grammar and style suggestions, Quillbot for paraphrasing and summarizing, and ChatGPT for brainstorming and idea generation in their academic writing classroom. Additionally, the majority acknowledged that utilizing these tools has significantly influenced their academic writing practices in various stages of their writing process. Furthermore, the results also highlighted that using AI tools created a personalized and dynamic learning environment that facilitated more meaningful interactions and allowed students to improve their essential academic writing skills, and the overall writing performance over the semester.&#xa0;Based on the findings, potential implications and suggestions for future research are also given.</p>