<![CDATA[Artificial Intelligence (AI) is increasingly shaping academic writing instruction in Bangladeshi higher education, particularly for English as a Foreign Language (EFL) learners. AI tools provide immediate feedback and personalized guidance, helping students overcome linguistic barriers and challenges posed by overcrowded classrooms. This study investigates the perceptions and experiences of both educators and students regarding AI integration in writing instruction. Using a mixed-methods approach, data were collected through semi-structured surveys and document analysis involving approximately 70-75 undergraduate students and 10-12 English language instructors from selected colleges and universities in Bangladesh. Findings reveal that ChatGPT is the most widely used tool, followed by Grammarly and QuillBot. Students and teachers employ these platforms for idea generation, grammar correction, vocabulary building, and improving clarity in writing. While participants acknowledge the benefits of AI in enhancing writing skills and supporting learners with language difficulties, they also express concerns about plagiarism, ethical uncertainty, and the risk of overreliance, which may weaken creativity and critical thinking. Moreover, the absence of institutional policies and teacher training programs limits effective and responsible use of AI. The study highlights the need for clear guidelines and professional development to ensure that AI tools are integrated ethically and constructively. Ultimately, AI should complement traditional pedagogy, fostering student growth rather than replacing essential writing practices.Keywords: Artificial Intelligence; Academic Writing Instruction; EFL; Grounded Theory; Higher Education]]>
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