This study examined how B1-level EFL learners perceived the use of Grok AI as a cognitive tool for planning argumentative essays. By adopting a cross-sectional, post intervention survey design, the study involved 128 participants who utilized structured prompts – integrating Toulmin’s model and the Involvement Load Hypothesis (ILH) – to generate and evaluate AI content under teacher guidance. Learners’ perceptions of usefulness, ease of use, and ILH elements were assessed via a 19-item Likert-scale questionnaire. The analysis revealed the learners’ highly positive perceptions across all dimensions; data planning was rated highest (Mean = 4.14), followed by claim (Mean = 4.11) and warrant planning (Mean = 4.08). This study provides preliminary insights into the application of Toulmin’s argumentative model to using Grok AI, focusing on learner perceptions during pre-writing planning. Initial pedagogical considerations for integrating AI into EFL writing instruction are discussed based on these findings.