INTEGRATING AI-ASSISTANT (COPILOT) TO IMPROVE LEARNERS’ AUTONOMOUS LEARNING OF ACADEMIC ENGLISH TEXTS

Dian Ardiansah

doi:10.62567/micjo.v3i3.3081

Authors

Dian Ardiansah STIE Latifah Mubarokiyah

DOI:

https://doi.org/10.62567/micjo.v3i3.3081

Keywords:

Artificial Intelligence (AI), Copilot, English as a Foreign Language (EFL), Learner Autonomy, Academic Writing

Abstract

Artificial intelligence (AI) integration in language education offers new opportunities to address challenges in English as a Foreign Language (EFL) contexts. This study examines the effectiveness of Copilot in enhancing academic English literacy among Indonesian undergraduates. Using a quantitative quasi-experimental design with a pre-test and post-test control group, 60 students were divided into experimental and control groups. Instruments included comprehension tests, learner autonomy questionnaires, and rubric-based writing assessments. Results showed significant improvements in the experimental group. Academic text comprehension increased, particularly in vocabulary mastery (+12%), rhetorical structures (+15%), and recognition of formal registers (+10%). Copilot usage positively predicted learner autonomy, with gains in goal-setting (+14%), strategy selection (+11%), and self-evaluation (+13%). Writing performance also improved, especially in coherence (+13%), argumentation (+16%), and adherence to conventions (+12%). The findings confirm Copilot’s role as both corrective aid and developmental partner, fostering academic literacy and learner autonomy. Implications suggest integrating AI tools into EFL curricula to strengthen academic discourse and independent learning.

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