Abstract
<jats:title>Abstract</jats:title> <jats:p>Advances in technology have allowed the teaching of L2 grammar to evolve from a form‐focused pedagogy in the 1960s to interactive activities targeting grammar's use and meaning in authentic contexts. This entry traces the evolution of technology in grammar instruction through three stages of CALL. Early phases emphasized drills and form (Structural CALL), followed by efforts to integrate meaning and use through communicative approaches (Communicative CALL), and eventually more authentic interaction using technology (Interactive CALL). Teachers today have access to a wide range of tools, from learning management systems (LMS) for practice and feedback to student response systems (SRS) for interactive, gamified activities. Generative AI tools like ChatGPT and Grammarly now offer grammar‐focused feedback on written texts. These tools also introduce new challenges, as teachers must navigate both pedagogical decisions and ethical implications. Autonomous learners have access to mobile‐based language learning apps, which are accessible and interactive. Their gamified design encourages engagement, though research suggests limited gains in communicative competence. Future directions include personalized and adaptive GenAI‐generated grammar lessons and chatbot‐based conversations. Realizing this potential requires supporting teachers in using emerging technologies effectively to address grammar's form, meaning, and use. An established five‐level AI literacy framework provides guidance to support teachers in navigating this new technological reality.</jats:p>