Abstract : Artificial intelligence (AI)–assisted writing tools have quickly become part of English as a Foreign Language (EFL) classrooms, offering learners new ways to plan, draft, and revise their writing. Tools such as Grammarly, ChatGPT, and QuillBot now provide instant feedback on grammar, vocabulary, and coherence, and their growing presence has prompted educators to reconsider how writing is taught and assessed. This paper presents a critical review of secondary literature to examine the pedagogical, ethical, and linguistic implications of integrating AI‑assisted writing tools into EFL instruction. The review highlights several pedagogical benefits, including increased access to individualized feedback, improved revision practices, and greater learner autonomy. At the same time, it identifies challenges such as over‑dependence on automated suggestions, limited feedback literacy, and gaps in teacher preparedness. Ethical concerns—including academic integrity, data privacy, and unequal access—emerge as central issues that require institutional attention. Linguistically, AI tools can support gains in accuracy, fluency, and lexical range, although these improvements may not always reflect deeper language development. The review concludes that AI‑assisted writing tools hold considerable promise for EFL writing instruction, but their effective use depends on thoughtful pedagogical design, clear ethical guidelines, and sustained teacher training. Recommendations for responsible implementation and future research are offered.