Empowering grammar acquisition through Copilot AI in higher education
DOI:
https://doi.org/10.32674/za5eta42Keywords:
Grammar, Artificial Intelligence, Copilot AI, Higher EducationAbstract
This research aimed to thoroughly investigate the impact of using Copilot AI within and outside the classroom on the language learning process and to compare the results with those of traditional in-class training without technological access. To collect the required data, 99 college students with intermediate proficiency levels were divided into a control group with traditional face-to-face training, an experiment 1 group with in-class training and using Copilot AI for grammar training, and an experiment 2 group with in-class training and using Copilot AI outside of the class, with the same number of students in each class. Researcher developed tests were designed to compare scores across groups. The findings initially revealed that all groups progressed in the posttest; however, the group in experiment 1, which used Copilot AI in class, performed significantly better than the two other groups did, followed by the group in experiment 2, and the control group.
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