This study explores the perspectives of EFL students on the use of Perplexity AI as a support tool in academic writing. With the growing integration of artificial intelligence in education, understanding how students perceive its role in writing development is essential. This qualitative research involved 6 undergraduate EFL students from a university in Central Java, Indonesia. Data were collected through semi-structured interviews and analyzed using thematic analysis. The findings revealed that students found Perplexity AI helpful for generating ideas, improving vocabulary, and boosting writing confidence. However, concerns were raised about its accuracy and the potential for overdependence. Furthermore, students engaged in metacognitive strategies such as planning, monitoring, and evaluating their writing when using the tool. These insights suggest that while Perplexity AI can support writing development, human judgment and learner autonomy remain critical. The study offers implications for educators in integrating AI tools into academic writing instruction in EFL contexts.