Unveiling the Role of Copilot in Enhancing EFL Learners’ Writing Skills: A Content Analysis

Abstract

As artificial intelligence continues to transform educational practices, understanding its learning implications has become increasingly important, particularly in language learning contexts. AI-powered tools such as Copilot can support English as a Foreign Language (EFL) students in multiple domains. Yet, there is a lack of understanding regarding how Copilot shapes the writing abilities of EFL students. To bridge this gap, this study examines the effectiveness of the Copilot tool in improving the writing skills of EFL learners in light of SCT. Following an exploratory-descriptive qualitative research methodology, data was gathered from 48 participants using content analysis. The intervention involved approximately eight weeks, during which the experimental group’s students were instructed to complete their writing activities with the help of Copilot. In contrast, the control group did not use it. The results indicated that the Copilot application significantly improved the writing skills of EFL learners across multiple aspects compared to those who received traditional instruction. The findings suggest that educators should consider incorporating AI tools like Copilot into their curricula to create supportive writing environments, enhancing student engagement and writing proficiency. However, in order to ensure substantial language outcomes, dependence on AI tools must be balanced with conventional learning techniques. The study also encourages future research into innovative approaches to teaching, tools' long-term effects and broader applications in diverse educational contexts.