EFL students face challenges in academic writing, such as grammatical errors and lack of coherence, which have led to the adoption of AWE tools like ProWritingAid Premium. This research explores the experiences of EFL students using ProWritingAid Premium as an AWE tool for academic writing. Using a case study approach, data were collected through structured interviews with three English Education Department students who have utilized the premium version for three months to one year. Thematic analysis was used to analyze the data. Result showed significant improvements in linguistic accuracy, writing clarity, and efficiency, alongside enhanced student confidence. However, limitations, such as vague feedback on the readability analysis feature and occasional misalignments with user intentions, were noted. An example of inaccurate suggestion was found in the style suggestion analysis. The results highlight the potential of integrating AWE tools with teacher feedback to address higher-order writing skills. This study offers practical insights for enhancing academic writing pedagogy and supporting self-directed learning among students.