Artificial Intelligence (AI) is enhancing the retrieval and application of English teaching resources. The use of AI in the classroom with hybrid learning models brings EFL teaching into the current GenAI era. Conversational AI chatbots can revolutionize the EFL classroom by providing personalized and dynamic lessons to students. This study aims to investigate how Indonesian EFL educators implement AI. Findings from a survey of 20 EFL undergraduate students in the computer science faculty’s informatics engineering study program revealed a range of emotions, from excitement to reluctance. Undergraduate computer science students love AI stories because it helps them brainstorm writing ideas quickly, reduces workload, and keeps students more engaged. The fact that AI can help students become better writers is another reason for its widespread use in the EFL field and vocabulary through targeted practice and real-time feedback. However, these benefits come with several challenges. Academic dishonesty, plagiarism, the need for precise and timely formulation, and limited multimedia features are some of the most significant challenges. To take full advantage of AI Story and maximize its capabilities shown in the findings of this study emphasize the importance of comprehensive and flexible academic writing instruction. To effectively incorporate this technology into their lessons, EFL instructors have voiced the need for well-structured support and guidance. Using AI story in EFL classrooms offers numerous advantages, but it requires careful consideration of student needs before implementation. To overcome the difficulties and maximize the use of AI in EFL teaching, there needs to be strong policy support and effective academic writing training programs. The findings of this study will be useful for policymakers, educators, and curriculum developers interested in improving language learning and creative writing skills through the integration of artificial intelligence with modern pedagogy.