This study aims to explore how EFL students interact with digital environments to support their English writing development, identify the challenges and opportunities they face, and analyze how digital literacy shapes their perceptions of writing improvement using a qualitative case study approach involved sixth-semester EFL students who engaged in digital writing tasks. Data were collected through interviews, document analysis, and then analyzed using Braun and Clarke’s (2006) thematic analysis. The findings revealed three major themes. First, students demonstrated strong digital literacy through the strategic use of digital platforms to support writing. Second, while digital tools enhanced creativity, efficiency, and self-confidence, students also faced technical barriers such as internet instability, paid features, and over-reliance on AI tools. Third, students perceived that digital tools significantly improved their writing structure, motivation, and ability to express ideas clearly.