Although artificial intelligence (AI) technology has been proved by research to have positive impacts on students’ writing skills, its influences on students’ writing in the field of law enforcement have remained untouched. This paper investigates the benefits and shortcomings of using several AI writing tools in teaching ESP academic writing for non-English majors and gives recommendations for optimizing the use of these tools at the People’s Security Academy. Incorporating evidence from students’ writing samples and survey answers, this study demonstrates that AI writing assistants are beneficial in terms of grammar correction, idea organization, and context-specific language suggestions. However, these tools show their weaknesses in giving appropriate answers regarding law enforcement terminology and ensuring coherence throughout the whole writing. Additionally, it is revealed that the surveyed students were able to utilize only a part of AI’s features in their writing practice. This study proposes that integrating AI writing tools in academic writing instruction might transform the way writing skills are developed. Nonetheless, it remains crucial for teachers to find a balance between employing these resources and keeping teachers’ instructional role to sharpen students’ writing skills.