<![CDATA[Academic writing poses significant cognitive and affective challenges for English as a Foreign Language (EFL) students, particularly in producing scientific articles. Recent advances in artificial intelligence (AI) have introduced digital writing tools that may support both writing performance and learners’ emotional experiences. This study investigated the effects of AI-driven digital writing tools on EFL students’ academic writing quality, cognitive engagement, self-efficacy, and academic emotions. A mixed-methods quasi-experimental study using a one-group pretest–posttest design was conducted with 28 graduate students enrolled in an English Education master's program at a private university in Indonesia. Quantitative data were collected using an academic writing rubric, the Student Engagement Scale, the Self-Efficacy for Writing Scale, and the Achievement Emotions Questionnaire, while qualitative data were obtained through interviews and reflective responses. ANCOVA was employed to analyze the intervention effects. The findings showed that academic writing quality increased from 68.42 to 78.96, student engagement improved from 12.84 to 15.93, self-efficacy increased from 29.87 to 34.18, positive academic emotions rose from 2.91 to 3.38, and negative academic emotions decreased from 2.94 to 2.41. All improvements were statistically significant (p < .01), with moderate-to-large effect sizes (partial η² = .23–.42). Qualitative findings revealed that students perceived AI as a cognitive scaffold that facilitated idea development, language revision, and organization of academic writing while enhancing confidence, engagement, and emotional well-being. These findings suggest that AI-based digital writing tools can effectively support both cognitive and affective dimensions of EFL academic writing when integrated pedagogically and ethically.]]>
