The rapid development of Artificial Intelligence (AI) has transformed educational practices by providing new opportunities for personalized learning, automated feedback, and independent learning support. In English language education, AI-based tools have emerged as potential learning assistants, particularly in grammar learning, which remains challenging for many English as a Foreign Language (EFL) learners. This study aims to investigate students’ perceptions toward the use of Artificial Intelligence tools for grammar learning among English Education students at STKIP Insan Madani Airmolek. This study employed a descriptive quantitative research design involving 97 students selected through a total sampling technique. Data were collected using a structured questionnaire based on the Technology Acceptance Model (TAM) developed by Davis (1989), consisting of four dimensions: perceived usefulness, perceived ease of use, attitude toward AI utilization, and perceived challenges. The data were analyzed using descriptive statistical analysis, including frequency, percentage, and mean score analysis. The findings revealed that students demonstrated a high level of acceptance toward AI-based grammar learning tools, with an overall mean score of 4.07. The highest perception was found in the attitude toward AI utilization dimension (M = 4.25), followed by perceived usefulness (M = 4.21) and perceived ease of use (M = 4.18). Although students recognized the benefits of AI in providing immediate feedback, improving grammar understanding, and supporting independent learning, they also expressed concerns regarding AI dependency, accuracy of AI-generated feedback, and academic integrity. The study concludes that AI tools have significant potential to support grammar learning among English Education students; however, effective implementation requires appropriate guidance to ensure critical, ethical, and responsible use of AI technology.
