The integration of Artificial Intelligence (AI) chatbots in English Language Teaching (ELT) has significantly influenced grammar instruction by providing interactive, adaptive, and personalized learning experiences. This study aims to describe the English teacher’s insight into the use of AI chatbots and examine its impact on students’ motivation, grammar skills, and perception in grammar learning. This study employed a descriptive qualitative research design. The participants consisted of one English teacher and 50 students at SMP Negeri 1 Muara Bungo who had experience using AI chatbots in grammar learning. Data were collected through interviews, questionnaires, and documentation. The data were analyzed using the interactive model of Miles, Huberman, and Saldaña (2014), including data condensation, data display, and conclusion drawing and verification. The findings revealed that the teacher had a positive and supportive insight into the use of AI chatbots as instructional tools. The teacher recognized that AI chatbots provided immediate feedback, facilitated independent learning, and enhanced students’ engagement. Furthermore, the use of AI chatbots increased students’ motivation, improved their grammar skills, and created positive perceptions toward grammar learning. Students reported that AI chatbots made grammar learning more interesting, accessible, and easier to understand. The study concludes that teacher insight plays a critical role in the successful integration of AI chatbots in grammar instruction. AI chatbots can serve as effective instructional tools to improve grammar learning outcomes, increase student motivation, and promote positive learning experiences.