This study examines students’ perceptions of using MALL, the difficulties they encountered, and its overall impact on their writing development. Conducted at a university in Surakarta, the research involved three eighth-semester students from the English Education Department. A qualitative approach with a narrative inquiry design was employed, using narrative frames, semi-structured interviews, questionnaires, and students’ written artifacts as data sources. The findings revealed that students generally held positive perceptions toward the use of MALL, especially through Google Docs integrated with Grammarly. Cognitively, students reported a clearer understanding of writing materials; affectively, they expressed increased motivation and confidence; and conatively, they developed consistent habits in using digital tools for writing. However, several challenges were identified, including unstable internet access, limited offline features, restricted formatting options, discomfort in sharing unfinished drafts, and occasional inaccuracies in automated feedback. Despite these challenges, MALL significantly enhanced students’ writing skills in five key aspects: content, vocabulary, grammar, mechanics, and organization. These results suggest that MALL provides flexible and effective support for writing instruction, though its use requires careful consideration of technological limitations through the use of MALL in writing class. The study highlights the importance of digital literacy, lecturer’s guidance, and platform development to optimize the integration of MALL in academic writing contexts.