Thanks to their advantages, technology-integrated tools have risen in English classes, especially in the last two decades. In this respect, a paucity of research has been conducted to measure the influence of web-enhanced tools in improving linguistic skills. However, a gap in the literature has been observed about the effects of technology-integrated instruction on EFL learners’ grammar performance at the tertiary level in the Iraq context. In light of this, the present study aimed to explore the influence of Web 2.0 tool-oriented instruction in developing grammar on 40 EFL learners, chosen by systematic sampling method, studying at the language preparatory school of a private university in Erbil, Iraq, in the 2023-2024 academic year. The study lasted nine months and adopted the principles of a mixed-methods research design study. Control group students were exposed to traditional instruction, while experimental group students’ lessons were enriched with web 2.0 tools via various websites on English language learning. The findings, analyzed by SPSS 26 and MAXQDA, revealed that experimental group students increased their grammatical competence, intrinsic motivation, self-confidence, and overall attitudes toward learning English more significantly than the control group students. In line with these findings, this study has certain pedagogical implications for integrating Web 2.0 tools into grammar lessons.