This case study explored EFL students’ perceptions and challenges regarding grammar correction autonomy through the use of automated tools, specifically Grammarly. Ten students from the Department of English Education at UIN Walisongo Semarang, evenly divided between the fifth and seventh semesters, participated to capture diverse academic perspectives. Data were collected through semi-structured interviews, classroom observations, and document analysis. Thematic analysis revealed that Grammarly significantly enhanced students’ grammar accuracy, writing confidence, and self-revision skills. Its immediate feedback, goal-setting features, and accessible explanations enabled students to align their writing with academic standards and develop greater autonomy. Students combined Grammarly feedback with peer discussions and consulting additional writing resources, reflecting resilience and proactive learning attitudes. The findings suggest that while Grammarly can be a powerful aid in promoting grammar correction autonomy, it must be complemented by critical engagement and guided support to maximize its effectiveness. The study underscores the need for educators to encourage a balanced approach that integrates technological tools with active, reflective learning strategies, helping students to not only correct their grammar but also to deeply understand and apply language rules independently. Overall, this research contributes to a understanding of how technology influences language learning autonomy in EFL contexts.