This study explores the perceptions of EFL students regarding the use of DeepL Translate in academic writing. It employs a qualitative approach with a narrative inquiry design, involving three students from the English Education Department at UIN Walisongo Semarang during the 2024/2025 academic year. Data were collected through semi-structured interviews and analyzed using the UTAUT framework, focusing on four key constructs: performance expectancy, effort expectancy, social influence, and facilitating conditions. The findings indicate that students perceive DeepL Translate as a helpful tool to enhance the quality of their writing. They find it user-friendly and effective in reducing grammatical errors, improving vocabulary use, and increasing writing confidence. However, some concerns emerged regarding over-reliance on the tool and the tendency to produce overly formal or unnatural expressions. To overcome these issues, students suggested using DeepL Translate alongside manual revisions and critical evaluation. This study contributes to understanding the role of translation tools in EFL academic writing and emphasizes the importance of responsible usage.