With the growing integration of technology in education, fostering learner autonomy and positive attitudes towards digital tools like ChatGPT has become crucial in enhancing English as a Foreign Language (EFL) instruction, particularly in grammar practice. However, a significant gap remains in understanding how such tools impact learners' attitudes and engagement, especially in grammar learning contexts. To address this gap, this study aims to explore EFL learners' attitudes towards the effectiveness of using ChatGPT to practice English grammar, specifically focusing on how this AI tool can enhance their understanding of grammar tenses. This action research, conducted over five weeks at the Preparatory School of Hacettepe University, involves 24 intermediate-level EFL students who have exhibited low autonomy in grammar learning. Through an explanatory sequential mixed-method design, the study assesses both the quantitative shifts and the qualitative changes in learner attitudes towards using technology in grammar education. Data was collected using Likert-scale questionnaires and semi-structured interviews, providing a comprehensive view of the students' perspectives and experiences. The intervention comprises a series of structured tasks that necessitate the use of ChatGPT. These tasks include learning grammar topics, seeking feedback for written exercises, creating grammar revision materials, and developing a creative output (e.g., song) to demonstrate their understanding. Quantitative and qualitative results have shown a positive shift in EFL learners' attitudes towards using ChatGPT, evidencing higher engagement and more active participation in grammar learning activities. This research contributes to the existing literature by providing empirical evidence on the benefits of AI-facilitated learning in practicing English grammar. It holds implications for EFL educators looking to integrate innovative technological tools to enhance student engagement in grammar practice.

Keywords: ChatGPT, grammar tenses, artificial intelligence in education, EFL learners, learner autonomy.