This study explores how university students in Sweden use and perceive AI-powered language tools (AILTs) in their academic communication, adopting a post-humanist perspective. Based on over 1700 open-ended comments from a nationwide student survey, the research examines how AILTs influence academic writing and communication in higher education. Thematic analysis reveals that AILTs play a significant role in enhancing students' communicative performance and language development. Students have developed a new identity as spatially advised learners, enabling them to assert their agency in language development and subject knowledge while critically evaluating AI's limitations. The study highlights divergent student views on the ethical implications of AILTs in assessment, emphasizing the need for university policies that align with students' needs and perspectives. AILTs are integrated into students' academic communication as part of a distributed repertoire, involving both human and non-human elements. This perspective views AILTs as part of a broader assemblage that shapes students' academic writing and learning. The study shows that AILTs can transform academic writing into an additional learning space, supporting students' language development and critical thinking. Students use AILTs for various purposes, including writing assistance, language translation, and generating ideas. However, there are concerns about the ethical implications of using AILTs in assessment, particularly regarding academic integrity and the potential for cheating. The study also discusses the challenges posed by AILTs in the current assessment system, which is based on a human-centric view of academic communication. Students have varying perspectives on the use of AILTs in assessments, with some arguing that they should be used as language aids rather than for generating content. The study calls for the development of teaching and assessment methods that align with students' needs and perspectives, including the integration of AI into educational practices. Overall, the study provides insights into how AILTs influence academic communication and learning in higher education, highlighting the importance of a post-humanist approach in understanding the role of AI in academic communication.This study explores how university students in Sweden use and perceive AI-powered language tools (AILTs) in their academic communication, adopting a post-humanist perspective. Based on over 1700 open-ended comments from a nationwide student survey, the research examines how AILTs influence academic writing and communication in higher education. Thematic analysis reveals that AILTs play a significant role in enhancing students' communicative performance and language development. Students have developed a new identity as spatially advised learners, enabling them to assert their agency in language development and subject knowledge while critically evaluating AI's limitations. The study highlights divergent student views on the ethical implications of AILTs in assessment, emphasizing the need for university policies that align with students' needs and perspectives. AILTs are integrated into students' academic communication as part of a distributed repertoire, involving both human and non-human elements. This perspective views AILTs as part of a broader assemblage that shapes students' academic writing and learning. The study shows that AILTs can transform academic writing into an additional learning space, supporting students' language development and critical thinking. Students use AILTs for various purposes, including writing assistance, language translation, and generating ideas. However, there are concerns about the ethical implications of using AILTs in assessment, particularly regarding academic integrity and the potential for cheating. The study also discusses the challenges posed by AILTs in the current assessment system, which is based on a human-centric view of academic communication. Students have varying perspectives on the use of AILTs in assessments, with some arguing that they should be used as language aids rather than for generating content. The study calls for the development of teaching and assessment methods that align with students' needs and perspectives, including the integration of AI into educational practices. Overall, the study provides insights into how AILTs influence academic communication and learning in higher education, highlighting the importance of a post-humanist approach in understanding the role of AI in academic communication.