<![CDATA[The advent of artificial intelligence-powered tools like ChatGPT, Grammarly, Quillbot, and DeepL has transformed the way of learning and teaching English as a Foreign Language (EFL) through instant feedback, grammatical accuracy, vocabulary expansion, translations, paraphrases, and writing assistance. The use of such tools has witnessed tremendous growth, but there have been questions about dependence on these applications, loss of critical thinking skills, issues with the authorship of essays, and even plagiarism. This research aimed at finding out the point of view of EFL learners and teachers of English in Indonesia towards the use of artificial intelligence applications in language learning and ethics. Grounded in the Technology Acceptance Model, Self-Regulated Learning Theory, and digital ethics, this study employed a mixed-methods approach. Quantitative data were collected through questionnaires completed by 120 EFL undergraduate students and 14 English lecturers from Indonesian universities, while qualitative data were obtained through semi-structured interviews with six students and six lecturers selected from the survey participants. Data analysis was conducted quantitatively using descriptive statistics, including mean and standard deviation, whereas qualitative data were coded thematically. The results revealed that AI tools had been positively viewed for grammar, vocabulary, writing fluency, feedback, and idea generation purposes. Still, it was found that there is a delicate balance between the potential of AI as an effective learning aid versus a tool for dependency and ethical issues. The findings suggest that AI-assisted EFL learning should be understood not only as technological adoption but also as a pedagogical and ethical issue requiring lecturer guidance, learner autonomy, academic integrity, and clear institutional regulation.]]>
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