The present paper analyzes the impact of ChatGPT on instructing EFL students in writing lab reports by English as a Foreign Language (EFL) students taking engineering courses. Since artificial intelligence technology stands to be a thorn in the side of EFL learners particularly when technical courses are being contracted, the paper aimed at evaluating how the use of artificial intelligence technology can assist in enhancing orderly, structured and well references writing. It employed the quasi-experimental design, and two groups were chosen; one of them was taught according to the standard pattern, and the other group took working on ChatGPT to write the text. Coh-Metrix was used to analyze the written outputs and its results give intricate measures of cohesion in text, syntactic diversity, lexical complexity, and readability of the said tool. Routine assignments and feedbacks were applied where the intervention were carried out within six weeks. Along with the quantitative analysis, structured interviews and reflective journals were used to assess their reflections and perceptions, which was a method of assessing engagement, feeling of confidence and independence. The conclusions are intended to inform the pedagogists and curriculum creators in EFL about the prospects and limitations of pedagogy related to the use of writing assistants on the basis of AI. This paper suggests to find a compromise according to which ChatGPT should be used as a scaffold towards facilitating critical thinking, learning a language, and skills in regard to different genres in terms of writing science.