This study explores the role of ChatGPT in foundation-year students’ academic literacy practices at an EMI university in Kazakhstan through a literacy as social practice lens. Using qualitative methods, including interviews, questionnaires, and arts-based tools, the research investigates students using ChatGPT for language support, academic socialisation, and scholarly development. Findings reveal that students utilise ChatGPT to improve their grammar, vocabulary, and academic writing skills as they transition from high school to university. They use it as a literacy broker, facilitating their integration into disciplinary communities. However, students also critically evaluate ChatGPT’s limitations, maintaining their scholarly identities and ethical standards. The study highlights the emergence of AI-augmented literacy practices and underscores the importance of explicit pedagogy in fostering students’ critical engagement with AI tools. The research calls for integrating AI literacy into academic writing pedagogy, ensuring equitable access and supporting students’ transition into academic discourse.