Artificial Intelligence (AI) technologies have gained prominence, particularly with the emergence of Generative AI tools. They are now part of daily life and are gradually making their way into classrooms. Foreign Language (FL) teaching is no exception, educators are exploring the potential/limitations of AI tools, especially in writing activities. However, AI remains an innovation to most professionals. According to Rogers’ Theory of Perceived Attributes, an innovation is an idea perceived as new, which can be adopted or rejected based on five attributes: relative advantage, compatibility, complexity, observability, and trialability. This study, still underway, aims to analyze the perception of undergraduate students in an English Language Teaching Education degree program regarding the use of AI technologies as support for teaching writing skills in FL. These students, as future language teachers, will encounter AI in their practice. This is a descriptive research study which uses a quantitative survey approach. The questionnaire, based on Roger’s theory, is the data collection instrument. It will be applied to students from an English Language Teacher Education degree program at a federal university in Brazil. The data collected will be analyzed based on the five attributes defined by Rogers (1995), Pokrivcakova (2019) and Schmidt and Strasser (2022). Ultimately, this study seeks to understand how future FL teachers are impacted by AI and how they might potentially use it in their professional practices, as they will play a crucial role in preparing students for a context in which AI is already part of everyday life.