Artificial intelligence (AI) has the potential to transform language education by offering personalized instruction, real-time feedback, and tailored skill development. This study investigates how AI can refine attention to form in language teaching, enhancing the creation of language materials that increase the frequency and salience of L2 input, particularly in grammar instruction, aligning with principles of instructed second language acquisition. Understanding teachers' perceptions and preferences regarding AI is crucial, as it can significantly impact various aspects of language teaching in the near future. Using a qualitative research design, the study explores how nine pre-service teachers in Türkiye conceptualize attention to form and the role of AI technologies in form-focused instruction through semi-structured interviews and self-reflections. The findings indicate that participants used AI tools for generating input and crafting sentences and examples, and benefitted from well-contextualized examples with instant access to enriched input for grammar-focused lesson planning.