The fast-paced integration of artificial intelligence (AI) tools in higher education has remarkably impacted academic writing practices, particularly among postgraduate students in English as a Foreign Language (EFL). This study aims to examine the attitudes of EFL postgraduate students towards the use of ChatGPT in research writing, focusing on their perceived usefulness, user-friendliness, ethical considerations, and impact on learning. Employing a quantitative research approach, data were gathered from 63 postgraduate students enrolled in an EFL master’s program. The results reveal that students generally view ChatGPT as a valuable and easy-to-use resource that boosts their productivity, aids in idea generation, and assists with lexical and grammatical issues, enhancing the clarity of their writing. However, participants raised ethical concerns, particularly regarding the potential for overuse, plagiarism risks, and threats to academic integrity. The research findings also underscore the need for institutional policies and pedagogical guidance to promote the responsible and informed use of generative AI in educational contexts. This study contributes to existing research on the use of AI in education by presenting the functionality of ChatGPT in skill development and the challenges associated with its use.