AI as a Language Learning Facilitator: Examining Vocabulary and Self-Regulation in EFL Learners

This study examined the impact of Copilot, an AI tool, on vocabulary learning and self-regulated learning skills. Through random sampling, 60 Omani English as a Foreign Language (EFL) learners were divided into two equal groups, each comprising 30 students. Although both groups received similar in-class training, the experimental group was instructed to use Copilot as an extra facilitator in the learning process. Researcher-made pretest, posttest, and delayed posttest were designed to compare the groups together. Additionally, the experimental group participated in a self-regulated learning survey to measure their autonomy after using Copilot. The study’s findings, based on vocabulary, showed progress in both groups on the posttest, with the experimental group outperforming the control group significantly. While the experimental group maintained high scores during the delayed posttest, the control group’s scores decreased dramatically. Additionally, the analysis of the self-regulated learning questionnaire revealed that using Copilot increased students’ responsibility toward their learning process. The findings are helpful for teachers, students, and institutions.