Artificial intelligence-based Language Tools (AILTs) are being increasingly used in essay writing in higher education. Its application promotes global and multicultural perspectives in education and plays a critical role in advancing scholarly communication and research dissemination. However, these benefits cannot be measured without also considering student perspectives. This study analyzes the positive and negative aspects identified by students regarding the use of AILTs in their written texts at university. A total of 314 undergraduate and graduate education students were surveyed, and results were analyzed using the Reinert method. The results show that positive aspects are linked to the three pillars of text construction (planning, textualization, and revision). The negative aspects highlight concerns about academic integrity and student competencies. These findings can help guide teachers on how they can promote the responsible and beneficial use of AILTs.