<![CDATA[This study explores English education students’ engagement in using ChatGPT as a personal tutor in independent grammar learning. Using a qualitative approach with a narrative inquiry desing, this research involved 4 four undergraduate students from English education study program who had used ChatGPT to learn grammar independently at least one year. Data were collected through semi-structured interviews and analyzed using thematic analysis. The findings show that students engaged with ChatGPT behaviorally, cognitively, emotionally, and agentically. Behaviorally, students used ChatGPT for grammar exercises, corrections, explanations, and evaluations. Cognitively, students used ChatGPT to understand grammar concepts, evaluate responses, and monitor their learning progress. Emotionally, students felt comfortable, enjoy, increased confidence, and reduced anxiety due to ChatGPT’s non-judgemental responses. Agentically, students directed ChatGPT through specific prompting, requesting simpler explanations, adjusting response styles, and veryfying its answers with other sources. However, students also encountered challenges such as prompting difficulties, inaccurate responses, usage limits, and locked premium feature that disrupts their learning flow. Overall, ChatGPT supported independent grammar learning but required critical awareness and external confirmation]]>
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