In the context of a globalization education system, English writing skills have become a crucial competency for student, particularly for non-native speakers. However, challenges such as limited vocabulary, grammatical complexity, and cultural nuances often make writing in English difficult. To address therse challenges, student’s increasingly rely on translation tools like DeepL and Google Translate. This study investigates students’ perceptions of using DeepL and Google Translate to aid their English writing. The research aims to understand how students view the effectiveness, ease of use, and accuracy of these translation tools in improving their writing English skills. This study uses quantitative methods with data collection through close-ended Likert Scale type questionnaire and open-ended interviews. A total of 100 respondents from student majoring in English Education at Walisongo State Islamic University Semarang have used the application DeepL and Google Translate in this study. The results indicate that while both tools are widely used, students perceive DeepL as superior in terms of contextual accuracy and handling complex sentences, while Google Translate is preferred for its accessibility and broader language support. However, students also reported challenges such as over-reliance on these tools and occasional translation. The study’s findings highlight the importance of educating students on the responsible use of AI-assisted translation tools. It suggests that while these tools can aid in improving English writing, they should complement rather than replace language learning. Educators and developers can use these insights to improve the academic needs.